Well-being, Quality of Life, and Job Satisfaction Among School Teachers During Covid-19 Pandemic in Sri Lanka

Well-being, Quality of Life, and Job Satisfaction Among School Teachers During Covid-19 Pandemic in Sri Lanka | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Well-being, Quality of Life, and Job Satisfaction Among School Teachers During Covid-19 Pandemic in Sri Lanka Jayamini Sewwandi Waragoda Kankanamalage, Prasanthi Sumudrika Ilankoon Ilankoon Mudiyanselage This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6010855/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 3 You are reading this latest preprint version Abstract Background School teachers experienced a significant shift in their teaching and learning activities during the Coronavirus Disease 2019 (COVID-19) pandemic, which likely affected their well-being, quality of life (QOL), and job satisfaction. This study aimed to assess the levels of well-being, QOL, and job satisfaction, as well as the associated factors, among school teachers during this challenging period. Methods This descriptive cross-sectional study was conducted among school teachers (n = 430) in schools in the Biyagama educational division, Gampaha district, Sri Lanka. The data collection was done using a self-administered questionnaire, which consisted of validated tools such as the WHO-5 Well-being Index, World Health Organization Quality of Life BREF (WHOQOL-BREF), and the Norman and Minnesota Satisfaction Questionnaire. Ethical clearance was obtained from the Ethics Review Committee of the Faculty of Medical Sciences, University of Sri Jayewardenepura. Results Three hundred and twelve teachers participated in the study (response rate = 72.6%). The mean well-being score was 66.63 (SD ± 18.22) with 46.2% of teachers reporting a good level of well-being. Well-being significantly differed by age group and whether a family member had a chronic illness (p < 0.05). The WHOQOL-BREF mean scores for overall QOL and satisfaction with health were (3.61 ± 0.708) and (3.82 ± 0.717), respectively. The highest mean QOL domain score was in social relationships (68.75 ± 15.86), while the environmental domain had the lowest (61.63 ± 13.47). Nearly half (51.6%) of the participants reported a high degree of job satisfaction. Job satisfaction was significantly associated with religion, family members having chronic illness, and prior training in online teaching (p < 0.05). Conclusions Despite the challenges of the pandemic, many school teachers maintained moderate well-being and QOL, and a high level of job satisfaction. Supportive measures, including training for online education and psychosocial interventions, are recommended to enhance teacher well-being and job satisfaction in the face of ongoing or future disruptions. COVID-19 pandemic Job satisfaction Quality of life Teachers Well-being Background Coronavirus Disease 2019 is an emerging infectious disease attributed to a new SARS-CoV-2 coronavirus. Because of its rapid and accelerated spread, it was declared a global pandemic on March 11, 2020 1 . During the pandemic, most of the countries in the world went on lockdown to reduce the disease spreading 2 , 3 including Sri Lanka. In Sri Lanka, after the first confirmed local case of coronavirus, the Ministry of Education decided on the island-wide closure of schools on the 12th of March 2020 and a government-imposed island-wide curfew from the 20th of March 2020 4 . During the pandemic, out of nine provinces, the Western province was named as a high-risk zone in Sri Lanka, including Gampaha and Colombo districts reported a high rate of COVID-19 patients throughout all three waves 4 . This affected the work of a lot of professionals. In many countries, educational institutions were closed, and teachers had to quickly adapt to distance education 2 . School teachers had to face a massive shift from traditional teaching methods to online teaching 3 . The new short adaptive teaching method and associated workload mainly affect important changes in their work format during the global health emergency 2 . Teachers deal with these rapid changes in education in different ways as a challenge and as stimuli for their professional development 5 . Personality or personal background can influence how teachers deal with factors within the school and with the demands of the profession 5 . However, due to the COVID-19 pandemic, teachers worldwide have been faced with numerous changes in teaching 6 , and it has affected the teachers' well-being negatively, both personal and professional life 7 . As a result of the pandemic, there has been an increasing prevalence of decreased QOL among the general population and other specific subgroups 8 , 9 . This will eventually affect the teacher’s QoL 2 , 9 along with their physical and mental well-being 9 . QoL is defined as ‘individuals’ perception of their position in life in the context of the culture and value system in which they live and about their goals, expectations, standards, and concerns 10 . Further, WHO explained that QOL cannot be equated simply with the terms "health status", "lifestyle", "life satisfaction", "mental state", or "well-being" 11 . A low level of well-being and poor QOL may cause low-quality performance and poor job satisfaction 12 , high turnover, and a high prevalence of burnout among teachers 1 , 13 . Before the pandemic also in Sri Lanka, there was a low performance of students in difficult areas, mainly because the shortage has been attributed to teachers’ lack of satisfaction with the working conditions in rural areas 14 . Job satisfaction is a particular view of the work with which employees view their job, and this view is affected by favourable and unfavourable feelings and attachments to one’s work.” 15 and it should be seen in the context of key factors, such as general well-being, quality of life, or stress at work 7 . Teachers who experience high job satisfaction offer solid support for school systems as they are healthier, more productive, and more likely to retain their jobs in the long term 16 . Hence, teachers must be provided with support to adapt to the impact brought by the COVID-19 pandemic 9 . Biyagama educational division, which is one of the educational divisions of the Kelaniya educational zone in the Gampaha district 17 was selected for this study. It is an area considered rural in the Gampaha district 18 , which has been reported as having the highest student-teacher ratio (22.7) in Sri Lanka 17 . This study aimed to assess the level of well-being, QOL, and job satisfaction among school teachers during the COVID-19 pandemic in the Biyagama educational division in the Gampaha district, Sri Lanka, and their associated factors. The findings of this study will be useful in planning activities to promote well-being, QOL, and job satisfaction among teachers. Methods Study Design This community-based descriptive cross-sectional study was conducted among all 1AB category (where all streams of General Certificate of Education (GCE) advanced level students are available). All teachers who teach grades 6–13 in the above schools (n = 430) were selected. There were 430 teachers in all these schools, and all were selected for this study. Before commencing the study, permission to conduct the study was obtained from the Director of the zonal education office in Kelaniya and the Director of the divisional education office in Biyagama. The study was conducted during the COVID-19 pandemic, and online Google Forms were used to gather data. Survey Instrument The data collection was done through a self-administered questionnaire, which consisted of previously validated tools used in similar studies. Teachers’ well-being is assessed using the WHO-5 Well-being Index 19 which has been translated and validated in Sri Lanka. It has five statements: 1) ‘I have felt cheerful and in good spirits’,2) ‘I have felt calm and relaxed’,3) ‘I have felt active and vigorous’,4) ‘I woke up feeling fresh and rested’ and 5) ‘My daily life has been filled with things that interest me’. The degree to which these feelings were present in the last 14 days will be scored on a 6-point Likert-type scale ranging from 0 (“at no time”) to 5. Quality of life was measured using the World Health Organization Quality of Life BREF (WHOQOL-BREF) 20 , which consisted of 26 questions on a 5-point Likert scale and two items that are examined separately: question 1 asks about an individual’s overall perception of quality of life and question 2 asks about an individual’s overall perception of their health 10 . The tool has four domains of health: physical, psychological, environmental, and social. Domain scores are scaled in a positive direction; higher scores denote higher QOL. The final value of each domain will be converted to a transformation score scale ranging from 0 to 100. Job satisfaction was assessed using the Minnesota Satisfaction Questionnaire (MSQ) 15 . This scale has been widely used with excellent reliability 21 . Items are rated on a 5-point Likert scale (1 “very dissatisfied with this aspect of my job”, 2 “dissatisfied with this aspect of my job”, 3 “can’t decide if I’m satisfied or dissatisfied with this aspect of my job”, 4 “satisfied with this aspect of my job” and 5 “very satisfied with this aspect of my job”). Item responses are summed or averaged to create a total score – the lower the score, the lower the level of job satisfaction. Statistical Analysis Data were analyzed using the Statistical Package for Social Sciences (SPSS) version 26. Demographic characteristics of the teachers, teaching working conditions, well-being, quality of life, and job satisfaction were analyzed using descriptive statistics. Normality of the well-being score and QOL in each domain was assessed based on the Skewness and Kurtosis, which were considered as normally distributed where the values are between − 1 to + 1. The association between demographic data and well-being was assessed using the non-parametric test as Mann-Whitney and Kruskal-Wallis, because the well-being score was not normally distributed, and the effects of other variables were tested using the independent sample t-test and one-way ANOVA test, as all quality of life domain scores were normally distributed. Associated factors with job satisfaction were assessed using the chi-square test and the Fisher exact test. Results Socio-demographic characteristics Three hundred twelve teachers responded, for a response rate of 72.6%. The mean age of the participants was 39.17 years (± 7.65). The majority of the participants were female (85. 6%). Most of them (86.5%) were married, and Sinhalese (98.1%). There were 90 participants (28.8%) with a diploma-level education. Nearly half of the study participants had working experience as a teacher for more than 10 years. (n = 166, 53.2%) (Table 1 ). Table 1 Socio-demographic characteristics (n = 312) Variables Characteristics Frequency (n) Percentage (%) Gender Male 45(14.4) Female 267(85.6) Civil status Married 270(86.5) Unmarried 38(12.2) Widowed 0 (0.0) Separated 4(1.3) Ethnicity Sinhala 306(98.1) Muslim 1( 0.3) Tamil 5 ( 1.6) Burger 0( 0.0) Religion Buddhism 261(83.7) Hinduism 5(1.6) Christian 45(14.4) Islam 1(0.3) Educational status Teacher Training 45(14.4) Diploma 90(28.8) Bachelor degree 68(21.8) Masters degree 36(11.5) other 73(23.5) Family type Nuclear 245(78.5) Extended 67(21.5) Duration of working as a teacher (years) 10 166(53.2) Number of children 0 47(15.1) 1 82(26.3) 2 144(46.2) ≥ 3 39(12.6) Mean Standard Deviation Age (years) 39.17 ± 7.65 Duration of working as a teacher (years) 13.35 ± 7.79 Working condition The mean (± SD) teaching hours/per week was 30.89 (± 5.45). Thirty-seven percent of the participants (37.5%) used smartphones and laptops for online teaching, and Wi-Fi (55.1%) was used as the primary data source. The majority of teachers (88.8%) have not received any training on online teaching prior to the COVID-19 pandemic, and haven’t even taught online prior to the COVID-19 pandemic (95.5%) (Table 2 ). Table 2 Working conditions of the participants (n = 312) Characteristics n(%) The device used for online teaching Smartphone only 113 (36.2) Smartphone, Laptop 117 (37.5) Laptop only 43(13.8) Either Smartphone, Laptop, Tablet Desktop 36(11.6) Desktop only 2 (0.6) Others 1 (0.3) Data sources used in online teaching Mobile data 139 (44.6) Wi fi 172 (55.1) Having trained in online teaching prior to the COVID-19 pandemic Yes 35 (11.2) No 277 (88.8) Experience online teaching prior to the COVID-19 pandemic Yes 14 (4.5) No 298 (95.5) Teacher’s wellbeing The mean well-being score was 66.63 (SD ± 18.22). Nearly half of the participants (46.2%) had a good level of well-being, and 35% of participants had a very good level of well-being. The mean well-being score was significantly different between age categories and having any family member diagnosed with chronic illness (p < 0.05) (Table 3 ). Table 3 Association between level of well-being and socio-demographic variables Variables Characteristics n (Mean Rank) p-value Age (years) 0.02 b 40 125 (141.87) Gender 0.58 a Male 45 (163.34) Female 267 (155.35) Civil status 0.15 b Married 270 (160.33) Unmarried 38 (130.04) Separated 4 (149.25) Monthly income (LKR) 200000 25 (168.28) Taking treatments for Diabetes Mellitus/ Hypertension. Yes 42 (131.48) 0.05 a No 270 (160.39) Any family members taking treatments for Diabetes Mellitus/ Hypertension Yes 127 (143.90) 0.04 a No 185 9165.15) a Mann-Whitney Test b Kruskal-Wallis Test Teacher’s quality of life: THE WHOQOL-BREF According to Table 4, the WHOQOL-BREF mean scores for overall QOL and satisfaction with health were (3.61 ± 0.71) and (3.82 ± 0.72), respectively. The results on the four domains revealed that the social relationship domain has the highest mean score of 68.8 (SD ± 15.86), physical health has the second-highest level of 68.3 (11.12), while environmental health showed the lowest mean score (61.63 ± 13.48). Table 4 WHOQOL-BREF domains, overall QOL, and satisfaction with health items Domains/item Mean SD Physical Health 68.32 11.12 Psychological health 67.07 13.03 Social Relationship 68.75 15.86 Environmental Health 61.63 13.47 Overall QOL 3.61 0.70 Satisfaction with health 3.82 0.72 The mean score for different domains in the WHOQOL BREF compared to socio-demographic characteristics. According to each domain, the psychological health domain was significantly different between gender, civil status, monthly income, and having a chronic illness. The social relationship domain was significantly different between civil status, monthly income, having a chronic illness, and having any family member diagnosed with a chronic illness. The environmental health domain had significant differences in gender, monthly income, and chronic illness. The physical health domain was significantly different between age and having any family member diagnosed with a chronic illness (Table 5). Table 5 Association between the mean score for WHOQOL-BREF with socio-demographic factors Variables Physical Health Psychological Health Social relationship Environmental Health Mean (SD) p value Mean (SD) p value Mean (SD) p value Mean (SD) p value Gender Male 68.57(12.84) 0.06 c 62.96 (16.79) 0.001 c 66.30 (17.58) 0.11 c 58.19 (17.63) 0.014 c Female 68.30 (10.83) 67.76 (12.18) 69.16 (15.54) 62.21 (12.60) Civil status Married 68.16(10.80) 0.15 b 67.79(12.53) 0.004 b 71.08(14.09) 0.000 b 61.78(13.39) 0.32 b Unmarried 70.49(12.53) 63.81(13.63) 54.17(16.75) 61.60(11.84) Separated 59.82(16.33) 48.95(24.62) 50.00(34.02) 51.56(29.81) Age 40 66.02(9.90) 65.47(14.16) 67.80(16.06 61.95(13.27) Monthly income 200000 67.26(11.37) 69.17(11.90) 72.33(13.96) 64.87(11.94) Taking treatments for Diabetes Mellitus/ Hypertension Yes 62.75(10.79) 0.99 c 62.60(16.65) 0.005 c 62.50(17.96) 0.03 c 60.79(15.97) 0.03 c No 69.20(10.93) 67.76(12.25) 69.72(15.31) 61.75 (13.08) Any family members taking treatments for Diabetes Mellitus/ Hypertension Yes 67.04(12.28) 0.027 c 65.29(13.40) 0.33 c 66.14(17.17) 0.02 c 60.53 (13.98) 0.36 c No 69.23(10.18) 68.29(12.64) 70.54(14.68) 62.38 (13.10) c Independent sample t-test b ANOVA Test Teacher’s level of job satisfaction (Minnesota Satisfaction Questionnaire) The average job satisfaction score of the participants was 73.69 ± 10.47. Nearly half of the study participants (51.6%) had a high degree of satisfaction and an average degree of satisfaction (48.4%). There were no participants in the category of low degree of satisfaction (Table 6). Table 6 Frequency distribution of the level of job satisfaction among study participants Level Total n (%) High degree of satisfaction (75 or above) 161 (51.6) Average degree of satisfaction (26–74) 151 (48.4) Low degree of satisfaction (25 or below) 0 (0) According to the results of the Chi-Square test and Fisher exact test, there was statistical evidence to suggest that there is an association between the teacher’s job satisfaction level and religion, having any family member diagnosed with chronic illness and the received training on online teaching prior to the COVID − 19 pandemic (Table 7). There was an association between the received training on online teaching prior to the COVID-19 pandemic and the teacher’s job satisfaction level (p = 0.004). The mean score of the level of job satisfaction was significantly different by religion and having training online prior to the COVID-19 pandemic. Discussion This study investigated the well-being, quality of life (QOL), and job satisfaction of school teachers during the COVID-19 pandemic in Sri Lanka. The findings revealed that nearly half of the participants reported a good level of well-being, with the social relationship domain of the WHOQOL-BREF showing the highest mean score, and a significant portion of teachers reported a high degree of job satisfaction. These results are consistent with a study conducted in Malaysia, where most participants were female and had more than 10 years of teaching experience 22 . The majority of the Sri Lankan teachers in the present study also had more than a decade of experience, although a large number had diploma-level education. A notable observation was that most teachers had no prior training or experience in online teaching before the COVID-19 pandemic. This finding aligns with a study assessing the impact of COVID-19 on education, which reported a general lack of prior exposure to remote teaching among teachers, students, and parents 23 . Similar patterns were noted in studies from the Danish general population, where the mean WHO-5 well-being score was around 70 24,25 . In contrast, our study found a slightly lower average well-being score. Kim et al. (2016) highlighted that well-being was associated with factors such as age, gender, civil status, educational level, and income 26 . However, a study among Australian university students did not find age to be a significant predictor of well-being 27 , suggesting that contextual factors may influence these associations. In terms of QOL, the present study’s scores for overall quality of life and satisfaction with health (3.61 and 3.82, respectively) were similar to those reported among Malaysian university students during the pandemic 22 . As with our findings, the highest mean score in their study was also in the social relationship domain, while physical health scored lowest 28 . The job satisfaction level in this study, with an average score of 73.69 ± 10.47, suggests moderate to high satisfaction. Approximately half of the teachers reported high satisfaction levels. These results are comparable to findings on job satisfaction during the shift to home-based online teaching 22 . Research has shown that individuals with weaker social networks often face higher stress levels and diminished coping abilities 29 ), which may also influence satisfaction. Notably, the present study identified a significant association between job satisfaction and factors such as religion, having a family member with a chronic illness, and having received online teaching training prior to the pandemic. Teachers who had received prior training were significantly more likely to report higher job satisfaction. This underscores the importance of professional development in adapting to sudden educational disruptions. This study had several limitations. Data collection was conducted through an online survey, which may have introduced bias due to limited internet access or lack of familiarity with digital tools among some teachers. Additionally, as the study relied on self-reported measures, responses might reflect socially desirable answers rather than actual experiences. Despite these limitations, the findings offer valuable insights into the well-being, QOL, and job satisfaction of school teachers during a public health crisis. They highlight the need for targeted interventions and support mechanisms to ensure teachers' resilience and professional fulfillment during emergencies. Conclusions and Recommendations This study highlights the considerable impact of the COVID-19 pandemic on school teachers’ well-being, quality of life (QOL), and job satisfaction in the Biyagama educational division of Sri Lanka. Nearly half of the teachers reported a good level of well-being, with significant variations observed based on age and having family members with chronic illnesses. The social relationship domain of the WHOQOL-BREF yielded the highest mean score, suggesting strong interpersonal connections among teachers despite the challenges of the pandemic, while environmental health was rated the lowest, indicating possible concerns related to physical and infrastructural resources. A notable proportion of teachers expressed high job satisfaction, which was significantly associated with factors such as religion, previous training in online teaching, and the presence of chronic illnesses among family members. These findings underscore the importance of targeted interventions to support teachers’ mental health and work-life balance. Strategies such as continuous professional development in digital pedagogy, psychosocial support services, and workplace wellness programs should be prioritized to improve and sustain teachers’ overall well-being and satisfaction, especially during similar situations in the future. Abbreviations MSQ; Minnesota Satisfaction Questionnaire QOL: Quality of Life SPSS: Statistical Package for Social Sciences WHO: World Health Organization WHOQOLBREF: World Health Organization quality of life BREF Declarations Ethics approval and consent to participate Ethical clearance was obtained from the Ethics Review Committee of the Faculty of Medical Sciences, University of Sri Jayewardenepura, before the commencement of the study under the Declaration of Helsinki. Participants were informed of the purpose of the study, and informed verbal consent was obtained before the data collection. Consent for publication: Not Applicable Availability of data and materials Data will be available upon request from the corresponding author. Competing interests The authors declare that there is no conflict of interest. The material submitted is original and has not been submitted elsewhere. Funding Self-funded Authors' contributions SWKJ and IMPS have been responsible for the idea and the design of the study. SWKJ performed the data collection and all authors participated in the analysis and interpretation of data. SWKJ drafted the manuscript and both authors have substantially revised the manuscript. All authors had critical discussions of the manuscript. All authors have approved the final version of the manuscript. Acknowledgments The authors thank teachers for their participation in the study. Further, the authors thank the administrative staff in all the schools for their support and invaluable assistance when conducting this study. References Amri A, Abidli Z, Elhamzaoui M, Bouzaboul M, Rabea Z, Ahami A. Assessment of burnout among primary teachers in confinement during the COVID-19 period in Morocco: case of the Kenitra. Pan Afr Med J. 2020;35(Suppl 2). Lizana P, Vega-Fernadez G, Gomez-Bruton A, Leyton B, Lera L. 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Cheah W, Law L, Teh K, Kam S, Voon G, Lim H, Kumar NS. Quality of life among undergraduate university students during the COVID-19 movement control order in Sarawak. Health Sci Rep. 2021;4(3). Maynard M. Measuring work and support network satisfaction. J Employ Couns. 1986;23(1):9–19. Table 7 Table 7 is available in the Supplementary Files section. Additional Declarations No competing interests reported. Supplementary Files Table7.docx Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 20 Jan, 2026 Submission checks completed at journal 08 Jul, 2025 First submitted to journal 01 Jul, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6010855","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":569185168,"identity":"ef3e4f99-6b8d-411d-b966-08cf796f8bb4","order_by":0,"name":"Jayamini Sewwandi Waragoda Kankanamalage","email":"","orcid":"","institution":"University of Sri Jayewardenepura","correspondingAuthor":false,"prefix":"","firstName":"Jayamini","middleName":"Sewwandi Waragoda","lastName":"Kankanamalage","suffix":""},{"id":569185169,"identity":"89e738e4-f1d5-4124-9b31-679a250e6f1f","order_by":1,"name":"Prasanthi Sumudrika Ilankoon Ilankoon 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01:23:18","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6010855/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6010855/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":99790633,"identity":"6141905e-e81e-404f-b555-a4e50769ce00","added_by":"auto","created_at":"2026-01-08 12:58:28","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":62275,"visible":true,"origin":"","legend":"","description":"","filename":"manuscriptrevised.docx","url":"https://assets-eu.researchsquare.com/files/rs-6010855/v1/065de8a123e13e5092575513.docx"},{"id":99504046,"identity":"1f30f2c2-bca5-44e6-b207-bd6b5ef660b9","added_by":"auto","created_at":"2026-01-05 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12:58:22","extension":"xml","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":111726,"visible":true,"origin":"","legend":"","description":"","filename":"4e60362fb1154431aeab3a85e4f857dc1structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-6010855/v1/fec3c4a770aa111553213d0f.xml"},{"id":99504048,"identity":"2cede95a-9f37-4874-a037-cfb5c47f9fc7","added_by":"auto","created_at":"2026-01-05 08:13:33","extension":"html","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":123753,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-6010855/v1/b3b16eea89d889e0ca21e030.html"},{"id":99802778,"identity":"36e960c0-8ba3-4088-8e4a-08beec0261d2","added_by":"auto","created_at":"2026-01-08 14:08:42","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":901533,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6010855/v1/2009c60b-0562-452d-97ed-7f41431da58e.pdf"},{"id":99790261,"identity":"a1e351c1-68c9-4862-aaa4-91acacddb78a","added_by":"auto","created_at":"2026-01-08 12:57:34","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":19082,"visible":true,"origin":"","legend":"","description":"","filename":"Table7.docx","url":"https://assets-eu.researchsquare.com/files/rs-6010855/v1/d804587c1a61d5c1cfb14ab3.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eWell-being, Quality of Life, and Job Satisfaction Among School Teachers During Covid-19 Pandemic in Sri Lanka\u003c/p\u003e","fulltext":[{"header":"Background","content":"\u003cp\u003eCoronavirus Disease 2019 is an emerging infectious disease attributed to a new SARS-CoV-2 coronavirus. Because of its rapid and accelerated spread, it was declared a global pandemic on March 11, 2020\u003csup\u003e1\u003c/sup\u003e. During the pandemic, most of the countries in the world went on lockdown to reduce the disease spreading\u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e,\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e\u003c/sup\u003e including Sri Lanka. In Sri Lanka, after the first confirmed local case of coronavirus, the Ministry of Education decided on the island-wide closure of schools on the 12th of March 2020 and a government-imposed island-wide curfew from the 20th of March 2020\u003csup\u003e4\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eDuring the pandemic, out of nine provinces, the Western province was named as a high-risk zone in Sri Lanka, including Gampaha and Colombo districts reported a high rate of COVID-19 patients throughout all three waves\u003csup\u003e\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u003c/sup\u003e. This affected the work of a lot of professionals. In many countries, educational institutions were closed, and teachers had to quickly adapt to distance education\u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u003c/sup\u003e. School teachers had to face a massive shift from traditional teaching methods to online teaching\u003csup\u003e\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e\u003c/sup\u003e. The new short adaptive teaching method and associated workload mainly affect important changes in their work format during the global health emergency\u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u003c/sup\u003e. Teachers deal with these rapid changes in education in different ways as a challenge and as stimuli for their professional development\u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003ePersonality or personal background can influence how teachers deal with factors within the school and with the demands of the profession\u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u003c/sup\u003e. However, due to the COVID-19 pandemic, teachers worldwide have been faced with numerous changes in teaching\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e, and it has affected the teachers' well-being negatively, both personal and professional life\u003csup\u003e\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eAs a result of the pandemic, there has been an increasing prevalence of decreased QOL among the general population and other specific subgroups\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e,\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e. This will eventually affect the teacher’s QoL \u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e,\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e along with their physical and mental well-being\u003csup\u003e\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e. QoL is defined as ‘individuals’ perception of their position in life in the context of the culture and value system in which they live and about their goals, expectations, standards, and concerns\u003csup\u003e\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e. Further, WHO explained that QOL cannot be equated simply with the terms \"health status\", \"lifestyle\", \"life satisfaction\", \"mental state\", or \"well-being\"\u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eA low level of well-being and poor QOL may cause low-quality performance and poor job satisfaction\u003csup\u003e\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e\u003c/sup\u003e, high turnover, and a high prevalence of burnout among teachers\u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e,\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e. Before the pandemic also in Sri Lanka, there was a low performance of students in difficult areas, mainly because the shortage has been attributed to teachers’ lack of satisfaction with the working conditions in rural areas\u003csup\u003e\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u003c/sup\u003e. Job satisfaction is a particular view of the work with which employees view their job, and this view is affected by favourable and unfavourable feelings and attachments to one’s work.”\u003csup\u003e\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e\u003c/sup\u003e and it should be seen in the context of key factors, such as general well-being, quality of life, or stress at work\u003csup\u003e\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e\u003c/sup\u003e. Teachers who experience high job satisfaction offer solid support for school systems as they are healthier, more productive, and more likely to retain their jobs in the long term\u003csup\u003e\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e\u003c/sup\u003e. Hence, teachers must be provided with support to adapt to the impact brought by the COVID-19 pandemic\u003csup\u003e\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eBiyagama educational division, which is one of the educational divisions of the Kelaniya educational zone in the Gampaha district\u003csup\u003e\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e\u003c/sup\u003e was selected for this study. It is an area considered rural in the Gampaha district\u003csup\u003e\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e,\u003c/sup\u003e which has been reported as having the highest student-teacher ratio (22.7) in Sri Lanka\u003csup\u003e\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eThis study aimed to assess the level of well-being, QOL, and job satisfaction among school teachers during the COVID-19 pandemic in the Biyagama educational division in the Gampaha district, Sri Lanka, and their associated factors. The findings of this study will be useful in planning activities to promote well-being, QOL, and job satisfaction among teachers.\u003c/p\u003e "},{"header":"Methods","content":"\u003cp\u003e \u003cb\u003eStudy Design\u003c/b\u003e \u003c/p\u003e\u003cp\u003eThis community-based descriptive cross-sectional study was conducted among all 1AB category (where all streams of General Certificate of Education (GCE) advanced level students are available). All teachers who teach grades 6–13 in the above schools (n = 430) were selected. There were 430 teachers in all these schools, and all were selected for this study. Before commencing the study, permission to conduct the study was obtained from the Director of the zonal education office in Kelaniya and the Director of the divisional education office in Biyagama. The study was conducted during the COVID-19 pandemic, and online Google Forms were used to gather data.\u003c/p\u003e\u003cp\u003e \u003cb\u003eSurvey Instrument\u003c/b\u003e \u003c/p\u003e\u003cp\u003eThe data collection was done through a self-administered questionnaire, which consisted of previously validated tools used in similar studies. Teachers’ well-being is assessed using the WHO-5 Well-being Index\u003csup\u003e\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e\u003c/sup\u003ewhich has been translated and validated in Sri Lanka. It has five statements: 1) ‘I have felt cheerful and in good spirits’,2) ‘I have felt calm and relaxed’,3) ‘I have felt active and vigorous’,4) ‘I woke up feeling fresh and rested’ and 5) ‘My daily life has been filled with things that interest me’. The degree to which these feelings were present in the last 14 days will be scored on a 6-point Likert-type scale ranging from 0 (“at no time”) to 5.\u003c/p\u003e\u003cp\u003eQuality of life was measured using the World Health Organization Quality of Life BREF (WHOQOL-BREF)\u003csup\u003e\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e\u003c/sup\u003e, which consisted of 26 questions on a 5-point Likert scale and two items that are examined separately: question 1 asks about an individual’s overall perception of quality of life and question 2 asks about an individual’s overall perception of their health\u003csup\u003e\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e. The tool has four domains of health: physical, psychological, environmental, and social. Domain scores are scaled in a positive direction; higher scores denote higher QOL. The final value of each domain will be converted to a transformation score scale ranging from 0 to 100.\u003c/p\u003e\u003cp\u003eJob satisfaction was assessed using the Minnesota Satisfaction Questionnaire (MSQ)\u003csup\u003e\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e\u003c/sup\u003e. This scale has been widely used with excellent reliability\u003csup\u003e\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e\u003c/sup\u003e. Items are rated on a 5-point Likert scale (1 “very dissatisfied with this aspect of my job”, 2 “dissatisfied with this aspect of my job”, 3 “can’t decide if I’m satisfied or dissatisfied with this aspect of my job”, 4 “satisfied with this aspect of my job” and 5 “very satisfied with this aspect of my job”). Item responses are summed or averaged to create a total score – the lower the score, the lower the level of job satisfaction.\u003c/p\u003e\u003ch2\u003eStatistical Analysis\u003c/h2\u003e\u003cp\u003eData were analyzed using the Statistical Package for Social Sciences (SPSS) version 26. Demographic characteristics of the teachers, teaching working conditions, well-being, quality of life, and job satisfaction were analyzed using descriptive statistics. Normality of the well-being score and QOL in each domain was assessed based on the Skewness and Kurtosis, which were considered as normally distributed where the values are between − 1 to + 1. The association between demographic data and well-being was assessed using the non-parametric test as Mann-Whitney and Kruskal-Wallis, because the well-being score was not normally distributed, and the effects of other variables were tested using the independent sample t-test and one-way ANOVA test, as all quality of life domain scores were normally distributed. Associated factors with job satisfaction were assessed using the chi-square test and the Fisher exact test.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e \u003cb\u003eSocio-demographic characteristics\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThree hundred twelve teachers responded, for a response rate of 72.6%. The mean age of the participants was 39.17 years (\u0026plusmn;\u0026thinsp;7.65). The majority of the participants were female (85. 6%). Most of them (86.5%) were married, and Sinhalese (98.1%). There were 90 participants (28.8%) with a diploma-level education. Nearly half of the study participants had working experience as a teacher for more than 10 years. (n\u0026thinsp;=\u0026thinsp;166, 53.2%) (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSocio-demographic characteristics (n\u0026thinsp;=\u0026thinsp;312)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCharacteristics\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFrequency (n) Percentage (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e45(14.4)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e267(85.6)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCivil status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e270(86.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUnmarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e38(12.2)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWidowed\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSeparated\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4(1.3)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEthnicity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSinhala\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e306(98.1)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMuslim\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1( 0.3)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTamil\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 ( 1.6)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBurger\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0( 0.0)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReligion\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBuddhism\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e261(83.7)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHinduism\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5(1.6)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eChristian\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e45(14.4)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIslam\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1(0.3)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducational status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeacher Training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e45(14.4)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDiploma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e90(28.8)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBachelor degree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e68(21.8)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMasters degree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e36(11.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eother\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e73(23.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFamily type\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNuclear\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e245(78.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExtended\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e67(21.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDuration of working as a teacher (years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e50(16.0)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u0026ndash;10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e96(30.8)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e166(53.2)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNumber of children\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e47(15.1)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e82(26.3)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e144(46.2)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e\u0026ge;\u003c/span\u003e\u0026thinsp;3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e39(12.6)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStandard Deviation\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge (years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e39.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e\u0026plusmn;\u003c/span\u003e\u0026thinsp;7.65\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDuration of working as a teacher (years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e13.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e\u0026plusmn;\u003c/span\u003e\u0026thinsp;7.79\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eWorking condition\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe mean (\u0026plusmn;\u0026thinsp;SD) teaching hours/per week was 30.89 (\u0026plusmn;\u0026thinsp;5.45). Thirty-seven percent of the participants (37.5%) used smartphones and laptops for online teaching, and Wi-Fi (55.1%) was used as the primary data source. The majority of teachers (88.8%) have not received any training on online teaching prior to the COVID-19 pandemic, and haven\u0026rsquo;t even taught online prior to the COVID-19 pandemic (95.5%) (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eWorking conditions of the participants (n\u0026thinsp;=\u0026thinsp;312)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCharacteristics\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003en(%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe device used for online teaching\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSmartphone only\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e113 (36.2)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSmartphone, Laptop\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e117 (37.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLaptop only\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e43(13.8)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEither Smartphone, Laptop, Tablet Desktop\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e36(11.6)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDesktop only\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2 (0.6)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOthers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1 (0.3)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eData sources used in online teaching\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMobile data\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e139 (44.6)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWi fi\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e172 (55.1)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHaving trained in online teaching prior to the COVID-19 pandemic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e35 (11.2)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e277 (88.8)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eExperience online teaching prior to the COVID-19 pandemic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e14 (4.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e298 (95.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eTeacher\u0026rsquo;s wellbeing\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe mean well-being score was 66.63 (SD\u0026thinsp;\u0026plusmn;\u0026thinsp;18.22). Nearly half of the participants (46.2%) had a good level of well-being, and 35% of participants had a very good level of well-being. The mean well-being score was significantly different between age categories and having any family member diagnosed with chronic illness (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e\u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 3\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eAssociation between level of well-being and socio-demographic variables\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCharacteristics\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003en (Mean Rank)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ep-value\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAge (years)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.02\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003eb\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026lt; 30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e35 (145.16)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e30–40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e152 (171.14)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026gt;40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e125 (141.87)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.58\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e45 (163.34)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e267 (155.35)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCivil status\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.15\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMarried\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e270 (160.33)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUnmarried\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e38 (130.04)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSeparated\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4 (149.25)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMonthly income (LKR)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026lt; 100000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e166 (153.24)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.70\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e100000–200000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e121 (158.53)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026gt; 200000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e25 (168.28)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eTaking treatments for Diabetes Mellitus/ Hypertension.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e42 (131.48)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.05\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e270 (160.39)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eAny family members taking treatments for Diabetes Mellitus/ Hypertension\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e127 (143.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.04\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003ea\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e185 9165.15)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\"\u003e\u003csup\u003ea\u003c/sup\u003e Mann-Whitney Test \u003csup\u003eb\u003c/sup\u003e Kruskal-Wallis Test\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTeacher’s quality of life: THE WHOQOL-BREF\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to Table\u0026nbsp;4, the WHOQOL-BREF mean scores for overall QOL and satisfaction with health were (3.61 ± 0.71) and (3.82 ± 0.72), respectively. The results on the four domains revealed that the social relationship domain has the highest mean score of 68.8 (SD ± 15.86), physical health has the second-highest level of 68.3 (11.12), while environmental health showed the lowest mean score (61.63 ± 13.48).\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 4\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eWHOQOL-BREF domains, overall QOL, and satisfaction with health items\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"3\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eDomains/item\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePhysical Health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e68.32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e11.12\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePsychological health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e67.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e13.03\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSocial Relationship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e68.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e15.86\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEnvironmental Health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e61.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e13.47\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOverall QOL\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.70\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSatisfaction with health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe mean score for different domains in the WHOQOL BREF compared to socio-demographic characteristics. According to each domain, the psychological health domain was significantly different between gender, civil status, monthly income, and having a chronic illness. The social relationship domain was significantly different between civil status, monthly income, having a chronic illness, and having any family member diagnosed with a chronic illness. The environmental health domain had significant differences in gender, monthly income, and chronic illness. The physical health domain was significantly different between age and having any family member diagnosed with a chronic illness (Table\u0026nbsp;5).\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable id=\"Tab5\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 5\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eAssociation between the mean score for WHOQOL-BREF with socio-demographic factors\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"10\"\u003e\u003c/colgroup\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\" rowspan=\"2\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003ePhysical\u003c/p\u003e\n \u003cp\u003eHealth\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003ePsychological\u003c/p\u003e\n \u003cp\u003eHealth\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSocial\u003c/p\u003e\n \u003cp\u003erelationship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eEnvironmental\u003c/p\u003e\n \u003cp\u003eHealth\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003cp\u003e(SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ep value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003cp\u003e(SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ep value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003cp\u003e(SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ep value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMean (SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ep value\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e68.57(12.84)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e0.06\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e62.96 (16.79)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.001\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003ec\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e66.30 (17.58)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e0.11\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e58.19 (17.63)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.014\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003ec\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e68.30 (10.83)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e67.76 (12.18)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e69.16 (15.54)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e62.21 (12.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003eCivil status\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMarried\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e68.16(10.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e0.15\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e67.79(12.53)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.004\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003eb\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e71.08(14.09)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.000\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003eb\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e61.78(13.39)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e0.32\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUnmarried\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e70.49(12.53)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e63.81(13.63)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e54.17(16.75)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e61.60(11.84)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSeparated\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e59.82(16.33)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e48.95(24.62)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e50.00(34.02)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e51.56(29.81)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026lt; 30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e71.53(12.44)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.007\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003eb\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e69.04(9.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e0.19\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e66.43(15.19)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e0.33\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e62.05(15.34)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e0.89\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e30–40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e69.50(11.45)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e67..92(12.66)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e70.06(15.82)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e61.27(13.27)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026gt; 40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e66.02(9.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e65.47(14.16)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e67.80(16.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e61.95(13.27)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003eMonthly income\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026lt; 100000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e67.58(11.78)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e0.28\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e65.11(14.76)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.018\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003eb\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e65.01(17.58)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.000\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003eb\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e59.7014.94)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.02\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003eb\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e100000–200000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e69.60(10.06)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e69.31(10.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e73.14(12.09)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e63.61(11.13)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026gt; 200000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e67.26(11.37)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e69.17(11.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e72.33(13.96)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e64.87(11.94)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eTaking treatments for Diabetes Mellitus/ Hypertension\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e62.75(10.79)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e0.99\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e62.60(16.65)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.005\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003ec\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e62.50(17.96)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.03\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003ec\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e60.79(15.97)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.03\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003ec\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e69.20(10.93)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e67.76(12.25)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e69.72(15.31)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e61.75\u003c/p\u003e\n \u003cp\u003e(13.08)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eAny family members taking treatments for Diabetes Mellitus/ Hypertension\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e67.04(12.28)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.027\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003ec\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e65.29(13.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e0.33\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e66.14(17.17)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.02\u003c/strong\u003e\u003csup\u003e\u003cstrong\u003ec\u003c/strong\u003e\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e60.53\u003c/p\u003e\n \u003cp\u003e(13.98)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e0.36\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e69.23(10.18)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e68.29(12.64)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e70.54(14.68)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e62.38\u003c/p\u003e\n \u003cp\u003e(13.10)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"10\"\u003e\u003csup\u003ec\u003c/sup\u003e Independent sample t-test \u003csup\u003eb\u003c/sup\u003e ANOVA Test\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003eTeacher’s level of job satisfaction (Minnesota Satisfaction Questionnaire)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe average job satisfaction score of the participants was 73.69 ± 10.47. Nearly half of the study participants (51.6%) had a high degree of satisfaction and an average degree of satisfaction (48.4%). There were no participants in the category of low degree of satisfaction (Table\u0026nbsp;6).\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable id=\"Tab6\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 6\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eFrequency distribution of the level of job satisfaction among study participants\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"2\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eLevel\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eTotal n (%)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHigh degree of satisfaction (75 or above)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e161 (51.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAverage degree of satisfaction (26–74)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e151 (48.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLow degree of satisfaction (25 or below)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eAccording to the results of the Chi-Square test and Fisher exact test, there was statistical evidence to suggest that there is an association between the teacher’s job satisfaction level and religion, having any family member diagnosed with chronic illness and the received training on online teaching prior to the COVID − 19 pandemic (Table\u0026nbsp;7). There was an association between the received training on online teaching prior to the COVID-19 pandemic and the teacher’s job satisfaction level (p = 0.004). The mean score of the level of job satisfaction was significantly different by religion and having training online prior to the COVID-19 pandemic.\u003c/p\u003e\n\u003cdiv\u003e\n\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study investigated the well-being, quality of life (QOL), and job satisfaction of school teachers during the COVID-19 pandemic in Sri Lanka. The findings revealed that nearly half of the participants reported a good level of well-being, with the social relationship domain of the WHOQOL-BREF showing the highest mean score, and a significant portion of teachers reported a high degree of job satisfaction.\u003c/p\u003e \u003cp\u003eThese results are consistent with a study conducted in Malaysia, where most participants were female and had more than 10 years of teaching experience\u003csup\u003e\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e\u003c/sup\u003e. The majority of the Sri Lankan teachers in the present study also had more than a decade of experience, although a large number had diploma-level education. A notable observation was that most teachers had no prior training or experience in online teaching before the COVID-19 pandemic. This finding aligns with a study assessing the impact of COVID-19 on education, which reported a general lack of prior exposure to remote teaching among teachers, students, and parents\u003csup\u003e\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eSimilar patterns were noted in studies from the Danish general population, where the mean WHO-5 well-being score was around 70 \u003csup\u003e24,25\u003c/sup\u003e. In contrast, our study found a slightly lower average well-being score. Kim et al. (2016) highlighted that well-being was associated with factors such as age, gender, civil status, educational level, and income\u003csup\u003e\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e\u003c/sup\u003e. However, a study among Australian university students did not find age to be a significant predictor of well-being\u003csup\u003e\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e\u003c/sup\u003e, suggesting that contextual factors may influence these associations.\u003c/p\u003e \u003cp\u003eIn terms of QOL, the present study’s scores for overall quality of life and satisfaction with health (3.61 and 3.82, respectively) were similar to those reported among Malaysian university students during the pandemic\u003csup\u003e\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e\u003c/sup\u003e. As with our findings, the highest mean score in their study was also in the social relationship domain, while physical health scored lowest\u003csup\u003e\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eThe job satisfaction level in this study, with an average score of 73.69 ± 10.47, suggests moderate to high satisfaction. Approximately half of the teachers reported high satisfaction levels. These results are comparable to findings on job satisfaction during the shift to home-based online teaching\u003csup\u003e\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e\u003c/sup\u003e. Research has shown that individuals with weaker social networks often face higher stress levels and diminished coping abilities\u003csup\u003e\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e\u003c/sup\u003e), which may also influence satisfaction.\u003c/p\u003e \u003cp\u003eNotably, the present study identified a significant association between job satisfaction and factors such as religion, having a family member with a chronic illness, and having received online teaching training prior to the pandemic. Teachers who had received prior training were significantly more likely to report higher job satisfaction. This underscores the importance of professional development in adapting to sudden educational disruptions.\u003c/p\u003e \u003cp\u003eThis study had several limitations. Data collection was conducted through an online survey, which may have introduced bias due to limited internet access or lack of familiarity with digital tools among some teachers. Additionally, as the study relied on self-reported measures, responses might reflect socially desirable answers rather than actual experiences.\u003c/p\u003e \u003cp\u003eDespite these limitations, the findings offer valuable insights into the well-being, QOL, and job satisfaction of school teachers during a public health crisis. They highlight the need for targeted interventions and support mechanisms to ensure teachers' resilience and professional fulfillment during emergencies.\u003c/p\u003e "},{"header":"Conclusions and Recommendations","content":"\u003cp\u003eThis study highlights the considerable impact of the COVID-19 pandemic on school teachers’ well-being, quality of life (QOL), and job satisfaction in the Biyagama educational division of Sri Lanka. Nearly half of the teachers reported a good level of well-being, with significant variations observed based on age and having family members with chronic illnesses. The social relationship domain of the WHOQOL-BREF yielded the highest mean score, suggesting strong interpersonal connections among teachers despite the challenges of the pandemic, while environmental health was rated the lowest, indicating possible concerns related to physical and infrastructural resources. A notable proportion of teachers expressed high job satisfaction, which was significantly associated with factors such as religion, previous training in online teaching, and the presence of chronic illnesses among family members. These findings underscore the importance of targeted interventions to support teachers’ mental health and work-life balance. Strategies such as continuous professional development in digital pedagogy, psychosocial support services, and workplace wellness programs should be prioritized to improve and sustain teachers’ overall well-being and satisfaction, especially during similar situations in the future.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eMSQ; Minnesota Satisfaction Questionnaire\u003c/p\u003e\n\u003cp\u003eQOL: Quality of Life\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSPSS: Statistical Package for Social Sciences\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWHO: World Health Organization\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWHOQOLBREF: \u0026nbsp;World Health Organization quality of life BREF\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical clearance was obtained from the Ethics Review Committee of the Faculty of Medical Sciences, University of Sri Jayewardenepura, before the commencement of the study under the Declaration of Helsinki. Participants were informed of the purpose of the study, and informed verbal consent was obtained before the data collection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot Applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData will be available upon request from the corresponding author.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that there is no conflict of interest. The material submitted is original and has not been submitted elsewhere.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSelf-funded\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSWKJ and IMPS have been responsible for the idea and the design of the study. SWKJ performed the data collection and all authors participated in the analysis and interpretation of data. SWKJ drafted the manuscript and both authors have substantially revised the manuscript. All authors had critical discussions of the manuscript. All authors have approved the final version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors thank teachers for their participation in the study. Further, the authors thank the administrative staff in all the schools for their support and invaluable assistance when conducting this study.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAmri A, Abidli Z, Elhamzaoui M, Bouzaboul M, Rabea Z, Ahami A. Assessment of burnout among primary teachers in confinement during the COVID-19 period in Morocco: case of the Kenitra. Pan Afr Med J. 2020;35(Suppl 2).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLizana P, Vega-Fernadez G, Gomez-Bruton A, Leyton B, Lera L. Impact of the COVID-19 pandemic on teacher quality of life: A longitudinal study from before and during the health crisis. Int J Environ Res Public Health. 2021;18(7):3764.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAperribai L, Cortabarria L, Aguirre T, Verche E, Borges \u0026Aacute;. Teachers' physical activity and mental health during lockdown due to the COVID-2019 pandemic. 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Int J Educ Res Innov. 2020;(15):203\u0026ndash;17.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSantamar\u0026iacute;a M, Mondragon N, Santxo N, Ozamiz-Etxebarria N. Teacher stress, anxiety, and depression at the beginning of the academic year during the COVID-19 pandemic. Glob Ment Health. 2021;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRabacal JS, Oducado RMF, Tamdang KA. COVID-19 impact on the quality of life of teachers: A cross-sectional study. Asian J Public Opin Res. 2020;8(4):478\u0026ndash;92.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eThe WHOQOL Group. Development of the World Health Organization WHOQOL-BREF quality of life assessment. Psychol Med. 1998;28(3):551\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWorld Health Organization. WHOQOL: measuring quality of life [Internet]. Geneva: World Health Organization. 1997 [cited 2021 Sep 22]. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://apps.who.int/iris/handle/10665/63482\u003c/span\u003e\u003cspan address=\"https://apps.who.int/iris/handle/10665/63482\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSuganya S, Sankareshwari B. Job satisfaction level on online teaching among higher secondary school teachers during the COVID-19 pandemic. Shanlax Int J Educ. 2020;9(1):138\u0026ndash;45.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eIqbal M, Al-Saikhan F, Iqbal M. Health-related quality of life among university healthcare academics. J Pharm Res Int. 2020:49\u0026ndash;59.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSumanasena M, Nawastheen F, Jayawardena P. Job satisfaction of teachers working in the most difficult schools, with special reference to Puttalam Education Zone, Sri Lanka. Sri Lanka J Soc Sci. 2020;43(1):39.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAmarasena TSM, Ajward ARA, Haque AKMA. The impact of work autonomy on job satisfaction of academic staff: an empirical examination of government universities in Sri Lanka. Int J Recent Adv Organ Behav Decis Sci. 2015;1(4).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDreer B. Teachers\u0026rsquo; well-being and job satisfaction: The important role of positive emotions in the workplace. Educ Stud. 2021:1\u0026ndash;17.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDepartment of Census and Statistics. Statistical terms and definitions [Internet]. 2021 [cited 2021 Sep 22]. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://www.statistics.gov.lk/ref/HandbookDictionary#\u003c/span\u003e\u003cspan address=\"http://www.statistics.gov.lk/ref/HandbookDictionary#\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWeerarathne B. Re-defining urban areas in Sri Lanka. Working Paper Series No.23. Colombo: Institute of Policy Studies of Sri Lanka; 2016.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePerera B, Jayasuriya R, Caldera A, Wickremasinghe A. Assessing mental well-being in a Sinhala speaking Sri Lankan population: Validation of the WHO-5 well-being index. Health Qual Life Outcomes. 2020;18(1).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKumarapeli V, Seneviratne R, Wijeyaratne C. Validation of WHOQOL-BREF to measure the quality of life among women with polycystic ovary syndrome. J Coll Community Physicians Sri Lanka. 2006;11(2):1.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMartins H, Proen\u0026ccedil;a M. Minnesota satisfaction questionnaire: Psychometric properties and validation in a population of Portuguese hospital workers. Investig Interv Recursos Humanos. 2014;(3).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMuhamad N, Amran M, Surat S. Teacher commitment, satisfaction and stress during the COVID-19 pandemic. Int J Acad Res Prog Educ Dev. 2021;10(3).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHyseni Duraku Z, Hoxha L. The impact of COVID-19 on education and on the well-being of teachers, parents, and students: Challenges related to remote (online) learning and opportunities for advancing the quality of education [Internet]. 2020 [cited 2021 Sep 22]. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.researchgate.net/publication/341297812\u003c/span\u003e\u003cspan address=\"https://www.researchgate.net/publication/341297812\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBech P, Olsen L, Kjoller M, Rasmussen N. Measuring well-being rather than the absence of distress symptoms: A comparison of the SF-36 mental health subscale and the WHO-Five well-being scale. Int J Methods Psychiatr Res. 2003;12(2):85\u0026ndash;91.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eEllervik C, Kvetny J, Christensen K, Vestergaard M, Bech P. Prevalence of depression, quality of life and antidepressant treatment in the Danish general suburban population study. Nord J Psychiatry. 2014;68(7):507\u0026ndash;12.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKim S, Lamichhane D, Park S, Lee B, Moon S, Park S et al. Association between second-hand smoke and psychological well-being amongst non-smoking wageworkers in the Republic of Korea. Ann Occup Environ Med. 2016;28(1).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLiu C, McCabe M, Dawson A, Cyrzon C, Shankar S, Gerges N, et al. Identifying predictors of university students\u0026rsquo; well-being during the COVID-19 pandemic\u0026mdash;A data-driven approach. Int J Environ Res Public Health. 2021;18(13):6730.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCheah W, Law L, Teh K, Kam S, Voon G, Lim H, Kumar NS. Quality of life among undergraduate university students during the COVID-19 movement control order in Sarawak. Health Sci Rep. 2021;4(3).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMaynard M. Measuring work and support network satisfaction. J Employ Couns. 1986;23(1):9\u0026ndash;19.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Table 7","content":"\u003cp\u003eTable 7 is available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-public-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"pubh","sideBox":"Learn more about [BMC Public Health](http://bmcpublichealth.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/pubh/default.aspx","title":"BMC Public Health","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"COVID-19 pandemic, Job satisfaction, Quality of life, Teachers, Well-being","lastPublishedDoi":"10.21203/rs.3.rs-6010855/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6010855/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eSchool teachers experienced a significant shift in their teaching and learning activities during the Coronavirus Disease 2019 (COVID-19) pandemic, which likely affected their well-being, quality of life (QOL), and job satisfaction. This study aimed to assess the levels of well-being, QOL, and job satisfaction, as well as the associated factors, among school teachers during this challenging period.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eThis descriptive cross-sectional study was conducted among school teachers (n\u0026thinsp;=\u0026thinsp;430) in schools in the Biyagama educational division, Gampaha district, Sri Lanka. The data collection was done using a self-administered questionnaire, which consisted of validated tools such as the WHO-5 Well-being Index, World Health Organization Quality of Life BREF (WHOQOL-BREF), and the Norman and Minnesota Satisfaction Questionnaire. Ethical clearance was obtained from the Ethics Review Committee of the Faculty of Medical Sciences, University of Sri Jayewardenepura.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThree hundred and twelve teachers participated in the study (response rate\u0026thinsp;=\u0026thinsp;72.6%). The mean well-being score was 66.63 (SD\u0026thinsp;\u0026plusmn;\u0026thinsp;18.22) with 46.2% of teachers reporting a good level of well-being. Well-being significantly differed by age group and whether a family member had a chronic illness (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). The WHOQOL-BREF mean scores for overall QOL and satisfaction with health were (3.61\u0026thinsp;\u0026plusmn;\u0026thinsp;0.708) and (3.82\u0026thinsp;\u0026plusmn;\u0026thinsp;0.717), respectively. The highest mean QOL domain score was in social relationships (68.75\u0026thinsp;\u0026plusmn;\u0026thinsp;15.86), while the environmental domain had the lowest (61.63\u0026thinsp;\u0026plusmn;\u0026thinsp;13.47). Nearly half (51.6%) of the participants reported a high degree of job satisfaction. Job satisfaction was significantly associated with religion, family members having chronic illness, and prior training in online teaching (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05).\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eDespite the challenges of the pandemic, many school teachers maintained moderate well-being and QOL, and a high level of job satisfaction. Supportive measures, including training for online education and psychosocial interventions, are recommended to enhance teacher well-being and job satisfaction in the face of ongoing or future disruptions.\u003c/p\u003e","manuscriptTitle":"Well-being, Quality of Life, and Job Satisfaction Among School Teachers During Covid-19 Pandemic in Sri Lanka","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-05 08:13:28","doi":"10.21203/rs.3.rs-6010855/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-01-20T07:26:02+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-08T07:47:28+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Public Health","date":"2025-07-01T22:41:50+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-public-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"pubh","sideBox":"Learn more about [BMC Public Health](http://bmcpublichealth.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/pubh/default.aspx","title":"BMC Public Health","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"b2b97ff8-a153-4b7f-a357-ef02bff727c7","owner":[],"postedDate":"January 5th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-02-01T02:53:16+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-05 08:13:28","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6010855","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6010855","identity":"rs-6010855","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}