Prevalence and Socio-demographic Correlates of Anxiety and Depression Among Secondary School Teachers in Northern Nigeria

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However, they are frequently exposed to occupational stressors that may predispose them to mental health disorders such as anxiety and depression. In Northern Nigeria, where economic challenges such as the removal of oil subsidies and the fallout of the COVID-19 pandemic have worsened mental health conditions, the burden of these conditions among secondary school teachers remains under-researched, despite the region's unique socio-economic and political challenges. The present study aimed to determine the prevalence and socio-demographic correlate of anxiety and depression among Secondary School Teachers in Northern Nigeria. Methods This cross-sectional study included 432 teachers (275 males, 157 females) selected through a systematic sampling technique from various public and private secondary schools in Kano state Nigeria. Data were collected using a structured, self-administered questionnaire comprising socio-demographic variables, the Generalized Anxiety Disorder 7-item (GAD-7) scale, and the Patient Health Questionnaire 9-item (PHQ-9) scale. Data were analysed using descriptive statistics, Chi-square tests, ANOVA and logistic regression with IBM SPSS version 27.0. Results The results revealed a high prevalence of anxiety (46.5%), with 31.9% experiencing mild, 11.6% moderate, and 3.0% severe anxiety. Depression was even more prevalent (70.8%), with 33.8% mild, 26.4% moderate, 7.2% moderately severe, and 3.5% severe cases. Teaching experience was independently associated with anxiety, with teachers having 6–10 years of experience showing lower odds compared with those with 1–5 years (aOR = 0.35, 95% CI: 0.16–0.79, p = 0.01). Teachers aged 30–39 years had higher odds of depression compared with those aged 20–29 years (aOR = 2.41, 95% CI: 1.09–5.29, p = 0.03), while those with 6–10 years of experience had lower odds (aOR = 0.27, 95% CI: 0.11–0.65, p = 0.004). Gender, education level, marital status, and income were not significantly associated with either anxiety or depression after adjustment. Conclusion The findings highlight the substantial mental health burden among secondary school teachers in Northern Nigeria, underscoring the need for targeted interventions to address anxiety and depression in this critical professional group. Anxiety Depression GAD-7 and PHQ-9 INTRODUCTION Mental health disorders have increasingly become a major priority within global public health, as they account for one third of the causes of disability worldwide [ 1 ]. Following the emergence of the COVID-19 pandemic, the burden of mental health conditions intensified considerably, with global reports documenting approximately a 27% rise in depressive disorders and a 25% increase in anxiety disorders, alongside increases in other psychological conditions such as post-traumatic stress disorder [ 2 , 3 ]. Teaching has consistently been identified as one of the most emotionally challenging job by Some academic and governmental research [ 4 , 5 ]. Anxiety is generally described as a state characterized by excessive worry, apprehension, and excessive nervousness [ 6 ]. While anxiety may represent a normal adaptive response to perceived threats, it becomes clinically significant when symptoms are persistent, disproportionate to the stressor, progressively worsening, and accompanied by functional impairment or physical manifestations [ 7 ]. Anxiety disorders frequently coexist with or precede depressive disorders, and differentiation between generalized anxiety disorder and major depression can be challenging due to overlapping symptoms such as fatigue, sleep disturbance, and impaired concentration [ 8 ]. Evidence from the developed countries, including the United States, Australia, New Zealand, and the United Kingdom, suggests that a substantial proportion of teachers perceive their profession as highly stressful [ 9 ]. Globally, depression and anxiety affect approximately 4.4% and 3.6% of the population respectively, while 7 million (3.9%) and 4.9 million (2.7%) Nigerians are suffering from depression and anxiety disorders respectively [ 10 ]. Studies conducted in Egypt, Malaysia, and Nigeria have similarly reported elevated levels of anxiety and depression among teachers, highlighting the vulnerability of this occupational group [ 11 , 12 ]. Regional analyses further demonstrate variability in prevalence across continents. Anxiety prevalence among teachers has been reported to range between 10% and 17.2% in Asia [ 13 , 14 ], approximately 10% to 21.7% in the Americas, and up to 49.4% in Europe [ 15 , 16 ]. Similarly, depression prevalence among teachers ranges from 15.9% to 28.9% in the Americas and approximately 32.2% in European settings [ 13 , 14 , 16 ]. In Nigeria, a study conducted in Ibadan reported that nearly one-third of teachers experienced symptoms consistent with generalized anxiety disorder or depression, with a considerable proportion experiencing both conditions simultaneously [ 11 ]. Poor mental health among teachers has important implications not only for individual well-being but also for educational quality and productivity. Anxiety and depression may negatively influence job performance, classroom engagement, and professional satisfaction [ 1 ]. Evidence from Brazilian study on primary school teachers, indicates that extended working hours among teachers are associated with increased depression, anxiety, and sleep disturbances [ 17 ]. A group of scholars in a study on 444 public and private school teachers found that teacher anxiety and depression were significantly higher [ 18 ]. Factors such as age, gender, income level, teaching experience, and workload have also been explored as potential determinants of anxiety and depression, although findings remain inconsistent across settings [ 12 ]. The teaching profession is deemed to be at high risk due to the emergence of social challenges and uncertainties as well as professional complexity, including collegial competition, standardized performance, increasing accountability, and rapid assessment [ 19 ]. Mental health disorders, particularly anxiety and depression, are increasing global public health concerns, with teachers being especially vulnerable due to occupational stress, heavy workloads, and socio-economic challenges. In Northern Nigeria, these risks may be exacerbated by socio-political instability, economic hardship, and poor working conditions. Despite this, there is limited empirical evidence on the mental health status of secondary school teachers in the region, as existing studies largely focus on students and health professionals. This knowledge gap underscores the need for context-specific research to inform evidence-based policy and interventions. Given the critical role of teachers in education and student development, addressing their mental health is essential for both individual well-being and broader societal health outcomes. Consequently, this study aimed to determine the prevalence and socio-demographic correlates of anxiety and depression among secondary school teachers in Northern Nigeria. METHODOLOGY Study design and Population This was a cross-sectional study conducted across various public and private Secondary schools in Kano Northern Nigeria, during the period of July 2024 to May 2025. The study included teachers who had worked in secondary schools for at least one year, teachers within the age range of 18–65 years and those whose signed informed consent and willingness to participate. The study excluded teachers with psychiatric or central and autonomic nervous system disturbance that might change the anxiety and depression scores and those that are below or above the age range of 18–65 years and or have worked for less than one year. The study was conducted and reported according to the guidelines for strengthening the reporting of observational studies in epidemiology (STROBE). Samling procedure and Sample size To ensure a representative sample of secondary school teachers in Kano Metropolis, a systematic random sampling technique was employed to select the schools. A comprehensive list of all registered senior secondary schools within the six metropolitan Local Government Areas (LGAs) — Dala, Gwale, Fagge, Kano Municipal, Nassarawa, and Tarauni — was obtained from the Kano State Ministry of Education, which served as the sampling frame. Each school was assigned a serial number, and the total number of schools was counted. The desired sample size of schools was determined based on available resources and study objectives. A sampling interval (k) was calculated by dividing the total number of schools in the sampling frame by the number of schools intended to be selected. The first school was chosen randomly from the list using a simple random number between 1 and k , after which every k th school was selected until the required number was reached. To ensure proportional representation from each Local Government Area (LGA), schools were allocated according to the relative size of each LGA’s total number of schools. A total of 42 schools (22 public and 20 private secondary schools) were selected. A minimum sample size was determined using Cochrane formula [ n = Z 2 . p(1-p) /d 2 ] [ 20 ]. A Proportion of (50%) 0.5 was used in order to obtained the maximum sample size. With a 0.05 significance (alpha) level at a 95% confidence interval, a minimum sample size of 384 was calculated which was rounded to 432. Description of variables The study outcome variables are anxiety and depression score measured by Generalized Anxiety Disorder (GAD) and Patient Health Questionnaires (PHQ-9) scales respectively, while the exposure variables are socio-demographic characteristics which include Age, gender, marital status, educational level, monthly income teaching experience. Data collection tool A structured self-administered questionnaire consisting of three sections was used in the study as follows: Section A This was used to collect data on sociodemographic factors (including age, gender, marital status, occupation, monthly income and teaching experience) and personal history of hypertension and anxiety/depression. Section B It consists of GAD-7 which is a seven-item scale used to assess symptoms of generalized anxiety disorder (GAD) as defined by the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV) criteria and other Validated anxiety measures [ 21 ].The GAD-7 is very widely used in clinical and nonclinical settings, including student research [ 22 ]. The GAD-7 has also been validated in other cultures, despite having less research than the PHQ-9 [ 23 , 24 ]. Each item asks the individual to rate the severity of his or her symptoms over the past two weeks using a four-point Likert scale with possible responses ranging from “Not at all” to “Nearly every day”. The total scores range from zero (0) to 21 with higher scores indicating more expressed anxiety symptoms. Scores of 0–4 indicates no anxiety, 5–9 is mild, 10–14 is moderate, 15–21 is severe anxiety [ 21 ]. Section C The PHQ-9 is a nine items scale consisting of the actual 9 criteria upon which the diagnosis of Diagnostic and Statistical Manual of Mental Disorders (DSM), 4th edition (DSM-IV) depressive disorders were based [ 25 ]. The 9-item Patient Health Questionnaire depression scale (PHQ-9) was first published in 2001 and has since been translated into more than 100 languages and received over 11,000 scientific citations. PHQ-9 is a leading scale when it comes to depression screening [ 26 ]. The PHQ-9 is acknowledged as a valid and reliable tool for depression screening in the general [ 27 , 28 ], in clinical [ 29 ] and in academic settings [ 30 ]. Item responses range between not at all (0), on several days (1), on more than half of the days (2), and nearly every day (3). PHQ-9 Severity Index scores range from 0 to 27 and are calculated by summing across the 9 items. PHQ-9 Severity Index scores can be categorized into level of depression severity: none (0–4), mild (5–9), moderate (10–14), moderately severe (15–19), and severe (20–27) [ 25 ]. Meta-analysis of PHQ-9 validation studies found that the PHQ-9 had a pooled sensitivity of 92% and a specificity of 80% compared to the DSM clinical interview, and has diagnostic properties comparable with longer diagnostic instruments [ 31 ]. Generalized Anxiety Disorder Scale and Patient Health Questionnaire (PHQ-9) has been used by Aika and Odili in a treatment centre in Nigeria [ 32 ].Different studies have used Patient Health Questionnaire (PHQ-9) to assessed depression among teachers [ 33 , 34 ]. Ethical consideration Prior to commencement, ethical approval and official permissions were secured from the relevant State Ministries of Education and the authorities of the selected schools (KS/PVIB/CORGEN/185). Before administering the instruments, a brief orientation session was conducted with the teachers to explain the study objectives, procedures, confidentiality assurances, and the voluntary nature of participation. Written informed consent was obtained from all participants. Participants completed the questionnaires in a quiet, designated area within the school premises to ensure privacy and reduce response bias. Research assistants trained in research ethics and mental health sensitivity were present to guide the process and address any concerns. Upon completion, the questionnaires were collected, securely stored. Confidentiality and data protection measures were strictly observed throughout the process. All procedures were conducted in accordance with institutional ethical standards and the principles of the Declaration of Helsinki. Data management and analysis The data was entered and coded in excel 2019 and then imported into the Statistical Package for Social Sciences (SPSS) software Version 27 for further analysis, whereby both descriptive and inferential analysis was performed. On descriptive analysis, mean and standard deviation were used for continuous variables while percentages and frequency tables were used to summarize all categorical variables. Independent samples t -tests were employed to examine differences in mean anxiety and depression scores between dichotomous socio-demographic variables, while one-way analysis of variance (ANOVA) was used for variables with three or more categories. Effect sizes were calculated using eta squared (η²). chi-square was used to explore the association between anxiety and depression scores with socio-demographic factors. For the purpose of logistic regression analysis, the depression and anxiety scale scores were dichotomized into binary outcome variables (presence vs. absence of symptoms) based on the recommended cutoff values of the instrument. Participants scoring at or above the established threshold were classified as having symptoms, while those scoring below the cutoff were categorized as not having symptoms. The level of significance was placed at p value of < 0.05. RESULT Socio-demographic characteristics of the participants A total of 432 secondary school teachers participated in the study (mean age ≈ 35 ± 9 years, age range: 20–65 years). More than half of the participants were male (63.7%), while 36.3% were female. The largest proportion of respondents were aged 30–39 years (38.4%), followed by those aged ≥ 40 years (31.3%) and 20–29 years (30.3%). Slightly more than half worked in government schools (51.4%). Most participants were married (57.4%), and the majority belonged to the Hausa ethnic group (94.2%). Nearly half held a degree qualification (48.6%), while 41.4% had NCE and 8.3% had a diploma. Over half had 1–5 years of teaching experience (51.2%). Most respondents were low-income earners (< ₦50,000 per month) (68.5%), whereas only 3.0% earned more than ₦100,000 monthly. A small proportion reported a prior history of anxiety/depression (3.7%), smoking (0.9%), or hypertension (3.9%). Most of the socio-demographic characteristics showed significant gender differences among the participants. Variables that differed significantly by gender included age group, marital status, education level, teaching experience, and income level (all p .05). This indicates that gender variation was present across the majority of the core socio-economic and professional characteristics of the study population. Further socio-demographic details are presented in Table 1 . Table 1 Socio-Demographic Characteristics of The Participants Characteristic Frequency (%) Male (N = 275) Female (N = 157) p-val 2 Age 37 (9), min:23, max: 65 32 (8), min:20, max: 59 < 0.001 20–29 131(30.3%) 52(18.9%) 79(50.3%) 30–39 166(38.4%) 117(42.5%) 49(31.2%) ≥ 40 135(31.3%) 106(38.5%) 29(18.5%) School type 0.8 Government 222(51.4%) 140(50.9%) 82(52.2%) Private 210(48.6%) 135(49.1%) 75(47.8%) Marital status 0.001 Single 181(41.9%) 103(56.9%) 78(43.1%) Married 248(57.4%) 172(69.4%) 76(30.6%) Unmarried 3(0.7%) 0(0.0%) 3(100.0%) Ethnicity 0.6 Hausa 407(94.2%) 258(63.4%) 149(36.6%) Others 25(5.8%) 17(68.0%) 8(32.0%) Education levels < 0.001 Diploma 36(8.3%) 23(63.9%) 13(36.1%) NCE 179(41.4%) 94(52.5%) 85(47.5%) Degree 210(48.6%) 151(71.9%) 59(28.1%) Masters 7(1.6%) 7(100.0%) 0(0.0%) Teaching experience < 0.001 1–5 years 221(51.2%) 110(49.8%) 111(50.2%) 6–10 years 139(32.2%) 109(78.4%) 30(21.6%) 11–20 years 72(16.7%) 56(77.8%) 16(22.2%) Income level < 0.001 100,000 13(3.0%) 11(84.6%) 2(15.4%) Anxiety/Depression 0.14 Yes 16(3.7%) 13(81.2%) 3(18.8%) No 416(96.3%) 262(63.0%) 154(37.0%) Smoking > 0.9 Yes 4(0.9%) 3(75.0%) 1(25.0%) No 428(99.1%) 272(63.6%) 156(36.4%) Hypertension 0.15 Yes 17(3.9%) 8(47.1%) 9(52.9%) No 415(96.1%) 267(64.3%) 148(35.7%) Prevalence of Anxiety and Depression Symptoms Table 2 shows that majority of the study participants (53.5%) had no anxiety while (35.1%) has anxiety. The severity of anxiety was 31.9%, 11.6% and 3% for mild, moderate and severe anxiety respectively. likewise, for depression, 29.2% had no depression while more than half (70.8%) of the study participants had depression. The severity of depression was 33.8%, 26.4%, 7.2%, and 3.5% for mild, moderate, moderately severe and severe depression respectively. Table 2 Prevalence Anxiety (GAD-7) and Depression (PHQ-9) among the participants Characteristic Frequency Percentages (%) Anxiety (GAD7) No anxiety 231 53.5% Mild anxiety 138 31.9% Moderate anxiety 50 11.6% Severe anxiety 13 3% Depression (PHQ9) No depression 126 29.2% Mild depression 146 33.8% Moderate depression 114 26.4% Moderate severe depression 31 7.2% Severe depression 15 3.5% PHQ: Patient Health Questionnaire, GAD-7: Generalized Anxiety Disorders Comparison of Anxiety and Depression Scores by participants’ characteristics Mean anxiety and depression scores across socio-demographic characteristics are presented in Table 3 . One-way ANOVA showed no significant differences in mean anxiety scores across age groups (F = 0.76, p = 0.468, η² = .004), education level (F = 0.55, p = .64, η² = 0.004), marital status (F = 0.15, p = .86, η² = 0.001), or monthly income (F = 1.79, p = 0.16, η² = 0.002). However, a statistically significant difference in mean anxiety scores was observed across categories of teaching experience (F = 3.52, p = 0.03, η² = 0.016), with higher mean anxiety scores among teachers with fewer years of experience. No statistically significant differences were observed in mean depression scores across age (F = 0.79, p = .45, η² = 0.004), gender (t = − 0.35, p = 0.72), education level (F = 0.65, p = 0.58, η² =0 .005), marital status (F = 1.06, p = .34, η² =0.005), monthly income (F = 0.65, p = .16, η² = 0.008), or teaching experience (F = 1.36, p = 0.26, η² = 0.006). Table 3 Comparison of Anxiety and Depression Scores by participants’ characteristics Variables Anxiety Scores (M ± SD) Depression Scores (M ± SD) Age (Years) 20–29 4.99 ± 4.28 8.32 ± 5.15 30–39 4.73 ± 4.25 7.85 ± 5.29 ≥ 40 5.36 ± 4.51 7.49 ± 5.75 F 0.76 0.79 P 0.468 0.45 η2 0.004 0.004 Gender Male 4.83 ± 4.02 7.81 ± 5.27 Female 5.32 ± 4.85 8.00 ± 5.62 T -1.13 -0.350 P 0.26 0.72 Education Level Diploma 4.58 ± 2.79 8.36 ± 4.99 NCE 4.79 ± 4.52 7.76 ± 5.42 Degree 5.24 ± 4.41 7.81 ± 5.30 Masters 5.86 ± 4.14 10.43 ± 8.12 F 0.55 0.65 P 0.64 0.58 η2 0.004 0.005 Marital status Single 4.92 ± 4.28 8.21 ± 5.11 Married 5.08 ± 4.41 7.60 ± 5.59 Unmarried 4.00 ± 1.73 10.67 ± 5.77 F 0.15 1.06 P 0.86 0.34 η2 0.001 0.005 Monthly Income 100000 4.31 ± 4.45 7.92 ± 5.06 F 0.37 0.65 P 0.79 0.16 η2 0.002 0.008 Teaching Experience 1–5 years 6.00 ± 4.85 7.51 ± 5.27 6–10 years 5.26 ± 4.41 8.47 ± 5.49 11–20 years 4.52 ± 4.07 7.86 ± 5.57 F 3.52 1.36 P 0.03 0.26 η2 0.016 0.006 Socio-demographic risk factors of anxiety disorders Bivariate analysis using the chi-square test showed no statistically significant association between anxiety and age (χ² = 1.69, p = 0.42), gender (χ² = 0.15, p = 0.69), education level (χ² = 4.01, p = 0.27), marital status (χ² = 0.53, p = 0.77), monthly income (χ² = 3.72, p = 0.15), or teaching experience (χ² = 2.98, p = 0 .22). In multivariable logistic regression analysis, teaching experience was independently associated with anxiety. Teachers with 6–10 years of experience had significantly lower odds of anxiety compared with those with 1–5 years of experience (aOR = 0.35, 95% CI: 0.16–0.79, p = 0.01). Monthly income showed a borderline association, with participants earning ₦51,000–₦100,000 having lower odds of anxiety compared with those earning <₦50,000 (aOR = 0.47, 95% CI: 0.12–1.61, p = 0.06). Other socio-demographic variables were not significantly associated with anxiety. Table 4 Socio-demographic risk factors of anxiety disorders Variable(s) Anxiety No anxiety χ2 P aOR (95% CI) P Age (Years) 20–29 (Ref.) 59 (45.0%) 72(55.0%) 1.69 0.42 1 30–39 73(44.0%) 93(56.0%) 0.77 (0.38–1.56) 0.48 ≥ 40 69 (48.9%) 66 (51.1%) 0.75 (0.43–1.29) 0.29 Gender Male (Ref.) 126 (45.8%) 149 (54.2%) 0.15 0.69 1 Female 75( 47.8%) 82 ( 52.2%) 0.84 (0.54–1.31) 0.44 Education Level Diploma (Ref.) 14 (38.9%) 22(61.1%) 4.01 0.27 + 1 NCE 76 (42.5%) 103 (57.5%) 0.57 (0.09–3.37) 0.54 Degree 107 (51.0%) 103 (49.0%) 0.65 (0.12–3.44) 0.62 Masters 4 (57.1%) 3(42.9%) 0.93 (0.18–4.7) 0.93 Marital status Single (Ref.) 85 (47.0%) 96 (53.0%) 0.53 0.77 + 1 Married 114 (46.0%) 134 (54.0%) 0.56 (0.05–6.66) 0.64 Unmarried 2 (66.7%) 1(33.3%) 0.48 (0.04–5.73) 0.56 Monthly Income 100k 5 (38.5%) 8 (61.5%) 1.79 (0.52–6.28) 0.36 Teaching Experience 1–5 yrs (Ref.) 97 (43.9%) 124 (56.1%) 2.98 0.22 1 6–10 yrs 64 (46.0%) 75 (54.0%) 0.35 (0.16–0.79) 0.01 11–20 yrs 40 (55.6%) 32 (44.4%) 0.54 (0.27–1.08) 0.08 χ2 Chi square, aOR adjusted odds ratio, CI confidence interval, + Fishers exact test Socio-demographic risk factors of Depression Bivariate analysis showed significant associations between depression and marital status (χ² = 6.40, p = .04) as well as monthly income (χ² = 6.85, p = 0.03). In multivariable logistic regression analysis, age and teaching experience were independently associated with depression. Participants aged 30–39 years had higher odds of depression compared with those aged 20–29 years (aOR = 2.41, 95% CI: 1.09–5.29, p = 0.03). In contrast, teachers with 6–10 years of experience had significantly lower odds of depression compared with those with 1–5 years of experience (aOR = 0.27, 95% CI: 0.11–0.65, p = 0.004). Other socio-demographic variables were not significantly associated with depression after adjustment. Table 5 Socio-demographic risk factors of Depression Variable(s) Depression No Depression χ2 P aOR (95% CI) P Age (Years) 20–29(Ref.) 100(76.3%) 31(23.7%) 4.65 0.09 1 30–39 119(71.7%) 47(28.3%) 2.41 (1.09–5.2) 0.03 ≥ 40 87(64.4%) 48(35.6%) 0.57(0.87–2.84) 0.14 Gender Male (Ref.) 195(70.9%) 80(29.1%) 0.02 0.96 1 Female 111(70.7%) 46(29.3%) 1.04 (0.64–1.71) 0.86 Education Level Diploma (Ref.) 28(77.8%) 8(22.2%) 0.94 0.84 + 1 NCE 125(69.8%) 54(30.2%) 1.08(0.16–7.50) 0.94 Degree 148(70.5%) 62(29.5%) 0.74(0.12–4.52) 0.75 Masters 5(71.4%) 2(28.6%) 0.82(0.14–4.81) 0.83 Marital status Single (Ref.) 140(77.3%) 41(22.7%) 6.40 0.04 + 1 Married 164(66.1%) 84(33.9%) 1.28(0.10-16.46) 0.85 Unmarried 2(66.7%) 1(33.3%) 0.83(0.07–10.43) 0.88 Monthly Income 100k 10(76.9%) 3(23.1%) 0.52 (0.12–2.16) 0.37 Teaching Experience 1–5 yrs (Ref.) 152(68.8%) 69(31.2%) 1.12 0.55 1 6–10 yrs 103(74.1%) 36(25.9%) 0.27(0.11–0.65) 0.004 11–20 yrs 51(70.8%) 21(29.2%) 0.85(0.41–1.80) 0.68 χ2 Chi square, aOR adjusted odds ratio, CI confidence interval, + Fishers exact test DISCUSSION Studies on mental health that concentrate on adults, especially teachers, are notably lacking in Nigeria. The health and academic achievement of students are given top priority in the majority of studies and programs concerning nutrition in schools. Since teachers have a significant influence on students' academic progress, it is essential to conduct a thorough health assessment in order to identify any health risks that may compromise their general well-being and professional effectiveness. The findings provide valuable insights into the mental faced by teachers in the region, particularly in the context of economic and occupational stressors. This study used Generalized Anxiety Disorder Scale (GAD-7) and Patient Health Questionnaire (PHQ-9) score to determine the prevalence of anxiety and depression among the secondary class teachers in Kano. The prevalence of anxiety in the presents study is moderately high with Overall prevalence of 46.5% with the majority of teachers experienced mild anxiety (31.9%, n = 138), followed by Moderate anxiety (11.6%, n = 50) and severe anxiety (3.0% n = 13). This was similar to the global prevalence of anxiety among teachers which ranges from 10% to 49.4% [ 35 ], but was slightly different to study conducted to assess the prevalence of teachers’ stress, depression and generalized anxiety disorder (GAD) among teachers in both private and public secondary schools in Ibadan, Nigeria in the year 2014 and observed that 3 out every 10 teachers( 29.5% ) had teachers’ anxiety [ 11 ]. Study from Imo state Nigeria reported that 10.0% of teachers reported having severe anxiety which higher than in the current study [ 36 ]. Another study from Iran reported that 43.3% of teachers have anxiety [ 1 ]. It was also aligned with the result from different systematic review, scoping review and meta-analysis. The prevalence of anxiety symptoms among teachers varied, with a median prevalence of 26.0% and a range of 4.9% to 68.0% [ 37 , 38 ]. The distribution of depression severity in the current study is that, mild depression was the most prevalent category, affecting 33.8%, 26.4% (n = 114) reported moderate depression, while 7.2% (n = 31) and 3.5% (n = 15) experienced moderately severe and severe depression, respectively which indicate high rate of depression among teachers. The result aligned with global prevalence of depression among teachers that was reported from scoping review which documented that range of depression among teachers was 4% to 77% [ 39 ]. In Nigeria, studies show that 29.3% of teachers are depressed [ 11 ]. Assessment of the overall prevalence of depression among the Hausa population in northwest Nigeria showed that 35.5% of respondents experienced minimal depression, 21.7% had mild depression, 24.4% reported moderate depression, and 18.5% presented with severe depression which is slightly higher than our study. Research conducted in the Americas revealed a prevalence of depression among teachers ranged from 15.9% to 28.9% [ 13 , 14 ], whereas research conducted in Europe found a prevalence of 32.2% [ 16 ]. Another study from Iran reported that 37.5% of teachers have anxiety [ 1 ]. It also aligned with the result from different systematic review, scoping review and meta-analysis where they reported that the prevalence of depression among teachers ranged from 0.6% to 85.7%[ 40 , 41 ]. In other hand, the results of study from Morocco disagree with the current study where they revealed low level of anxiety and depression in most teachers (6% and 1.3%, respectively) [ 42 ]. The high prevalence of anxiety and depressive symptoms observed in this study may be influenced not only by occupational stress but also by the broader context of insecurity affecting schools and communities in Northern Nigeria. Over the past decade, Northern Nigeria has experienced frequent attacks on educational institutions, including mass kidnappings of students and teachers, banditry, and terrorist activity that have made schools themselves sites of risk and fear rather than safe learning environments, while initially are more prevalent in the southern parts of the country. For instance, between December 2020 and October 2021 alone, at least 1,436 schoolchildren and 17 teachers were abducted from Nigerian schools, with additional fatalities reported during these violent incidents, leading to prolonged school closures and disruption of educational activities[ 43 ]. Teachers working under such conditions may experience constant worry about personal safety, fear of abduction, and concern for the wellbeing of their students, all of which are established risk factors for anxiety disorders and depressive symptoms [ 44 ]. Although insecurity and school attacks remain an important national concern, these events have predominantly affected rural and semi-rural communities, whereas metropolitan teachers are more directly exposed to daily economic pressures, persistent inflation, and naira devaluation, reduced purchasing power, delayed salaries, and increased family responsibilities, all of which are outcomes of oil subsidy removal, and are well established risk factors for anxiety and depression. Research assessing the impact of fuel subsidy removal on mental health in Nigeria found that depression and anxiety increased substantially among healthcare workers and community members after the policy change, suggesting that economic shocks can exacerbate mental health problems across varied occupational groups [ 45 ]. Therefore, the elevated prevalence reported in this study likely reflects the cumulative impact of urban economic hardship, rather than proximity to conflict alone, highlighting the need to consider broader macro-economic conditions when interpreting mental health outcomes among teachers in metropolitan settings. Finally, the study examined the associations between socio-demographic characteristics with anxiety and depression symptoms. Although age was not significantly associated with anxiety in the present study, but the odds of depression is a higher among teachers younger than 40 years. Similar trends have been reported in previous studies conducted in Iran [ 1 ], Egypt [ 12 ], Nigeria [ 11 ], Malaysia [ 37 ], and Spain [ 46 ], where younger teachers were found to experience higher psychological distress. These findings have been attributed to early-career stressors, including job insecurity, workload adjustment, and balancing professional and family responsibilities. According to the present study gender was not associated with anxiety and depression symptoms, this was supported by previous studies conducted in Nigeria and Other settings[ 47 , 48 ]. However, the literature remains inconsistent. Some Nigerian studies have reported higher anxiety levels among male teachers [ 49 ], while others have found that female teachers experience higher stress levels and males higher depression levels [ 50 ]. Additional studies have reported higher depression levels among female teachers [ 37 , 40 , 51 ]. Biological explanations suggest that women may be more vulnerable to anxiety due to hormonal influences, including oestrogen-related sensitivity to catecholamines and emotional memory processing [ 52 , 53 ]. Social factors, such as greater involvement in household responsibilities and childcare, may further contribute to psychological distress among female teachers [ 54 ]. Nonetheless, the absence of a significant sex difference in this study suggests that occupational stressors common to the teaching profession may exert a similar psychological impact on both genders. Teachers with higher academic qualifications demonstrated higher anxiety and depression symptoms, possibly due to increased professional expectations, administrative responsibilities, and role strain, despite not statistically significant. This finding aligns with previous Nigerian evidence suggesting that higher qualifications do not necessarily translate into improved working conditions or job satisfaction, thereby increasing anxiety among highly educated teachers [ 11 ]. Marital status and teaching experience were significantly associated with depression. Single teachers exhibited higher levels of depressive symptoms compared with married teachers, supporting the view that marriage may offer emotional and social support that buffers against depression. Similar findings have been reported in Nigerian studies highlighting the protective role of marital relationships against psychological distress [ 11 ]. In addition, longer teaching experience was associated with lower odds of depression, suggesting that early-career teachers may be more vulnerable to depressive symptoms, possibly due to challenges related to job adjustment, workload adaptation, classroom management difficulties, and limited coping experience. As teachers gain professional experience, they may develop better coping strategies, improved classroom control, stronger peer support networks, and greater psychological resilience, which may protect against depression. Similar protective effects of professional experience have been reported in studies indicating that psychological adaptation and occupational mastery increase over time among educators, thereby reducing emotional distress[ 51 , 55 ]. Monthly income was not significantly associated with either anxiety or depression, although lower-income teachers tended to report higher symptom levels. This finding agrees with previous Nigerian studies reporting no significant relationship between income and mental health outcomes among teachers [ 1 , 48 ]. This may reflect the pervasive nature of economic stress affecting teachers across income categories, particularly in the context of rising living costs and constrained public sector wages. The non-significant associations between most socio-demographic factors and anxiety or depression in this study may be attributed to the complex interplay between individual and contextual influences on mental health, including workload, school climate, lack of administrative support, and coping resources, which were not directly measured here but have been emphasized in other research on teacher psychological distress. CONCLUSION The findings highlight the substantial mental health burden among secondary school teachers in Northern Nigeria, underscoring the need for targeted interventions to address anxiety and depression in this critical professional group. Policymakers and educational stakeholders should prioritize mental health support programs to enhance teacher well-being and, by extension, educational outcomes. Abbreviations PHQ Patient Health Questionnaire GAD-7 Generalized Anxiety Disorders STROBE Strengthening the Reporting of Observational Studies in Epidemiology Declarations Acknowledgements The authors would like to provide special appreciation to Dr (Pt) Muhammad Shuaibu Shekarau and Dr (pt) Abdullahi Umar who helps me tirelessly and indefatigably during the data collection and Management of Bayero University Kano and ministry of Education Kano State Nigeria for their support. Author contributions K.A.I. conceptualized the idea. K.A.I and M.M. designed the method. K.A.I. collected the data. K.A.I. wrote the first draft of the manuscript. M.M. critically reviewed and edited the final draft of the manuscript. All authors contributed to the writing of the manuscript and approved the final version. Data availability Raw data can be made available upon appropriate request Clinical trial number Not applicable Funding This research received no external funding. Ethics approval and consent to participate Ethical approval for this study was obtained from State Ministries of Education and the authorities of the selected schools (KS/PVIB/CORGEN/185). All procedures involving human participants were conducted in accordance with institutional ethical standards and the principles of the Declaration of Helsinki. Participation in the study was voluntary, and written informed consent was obtained from all participants prior to data collection. Consent for publication Permission was provided by Kano state Ministries of Education and the authorities of the selected schools to publish the findings of this study. Competing interests The authors declare no competing interests. References Pirzadeh A, Abotalebi Z, Riahi R, Stress. Anxiety, and Depression among Teachers during the COVID-19 Pandemic. J Health Sci Surveill Syst. 2023;11(1):210–7. https://doi.org/10.4103/jehp.jehp_1546_22 . 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Current major depressive syndrome measured with the Patient Health Questionnaire-9 (PHQ-9) and the Composite International Diagnostic Interview (CIDI): results from a cross-sectional population-based study of adults in Germany. BMC Psychiatry. 2015;15:1–7. https://doi.org/10.1186/s12888-015-0463-4 . Tomitaka S, Kawasaki Y, Ide K, Akutagawa M, Yamada H, Ono Y, et al. Distributional patterns of item responses and total scores on the PHQ-9 in the general population: data from the National Health and Nutrition Examination Survey. BMC Psychiatry. 2018;18:1–9. https://doi.org/10.1186/s12888-018-1696-9 . Cumbe VFJ, Muanido A, Manaca MN, Fumo H, Chiruca P, Hicks L, et al. Validity and item response theory properties of the Patient Health Questionnaire-9 for primary care depression screening in Mozambique (PHQ-9-MZ). BMC Psychiatry. 2020;20:1–15. https://doi.org/10.1186/s12888-020-02772-0 . Umegaki Y, Todo N. Psychometric properties of the Japanese CES–D, SDS, and PHQ–9 depression scales in university students. Psychol Assess. 2017;29:354. https://doi.org/10.1037/pas0000351 . Gilbody S, Richards D, Brealey S, Hewitt C. Screening for depression in medical settings with the Patient Health Questionnaire (PHQ): a diagnostic meta-analysis. J Gen Intern Med. 2007;22:1596–602. https://doi.org/10.1007/s11606-007-0333-y . Aika IN, Odili VU. Depression and anxiety among HIV patients in a treatment centre in Nigeria. HIV AIDS Rev Int J HIV-Relat Probl. 2019;18:107–14. Cohen-Fraade S, Donahue M. The impact of COVID-19 on teachers’ mental health. J Multicult Educ. 2022;16:18–29. Yoo S, Lee J, Ju G, Lee S, Suh S, Chung S. The Schoolteachers’ version of the Stress and Anxiety to Viral Epidemics-9 (SAVE-9) scale for assessing stress and anxiety during the COVID-19 pandemic. Front Psychiatry. 2021;12:712670. https://doi.org/10.3389/fpsyt.2021.712670 . Silva DFO, Cobucci RN, Lima SCVC, de Andrade FB. Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic: A PRISMA-compliant systematic review. Med (Baltim). 2021;100:e27684. https://doi.org/10.1097/MD.0000000000027684 . Ifunanya AJ. Predictors of Mental Health and Job Burnout of Secondary School Teachers in Owerri Education Zone I, Imo State Nigeria. Res Adv Educ. 2024;3:1–9. https://www.paradigmpress.org/rae/article/view/1098 . Othman Z, Sivasubramaniam V. Depression, anxiety, and stress among secondary school teachers in Klang, Malaysia. Int Med J. 2019;26:71–4. Pressley T. Factors contributing to teacher burnout during COVID-19. Educ Res. 2021;50:325–7. Agyapong B, Obuobi-Donkor G, Burback L, Wei Y. Stress, burnout, anxiety and depression among teachers: a scoping review. Int J Environ Res Public Health. 2022;19:10706. https://doi.org/10.3390/ijerph191710706 . Capone V, Petrillo G. Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Curr Psychol. 2020;39:1757–66. https://doi.org/10.1007/s12144-018-9878-7 . Pohl M, Feher G, Kapus K, Feher A, Nagy GD, Kiss J, et al. The association of internet addiction with burnout, depression, insomnia, and quality of life among Hungarian high school teachers. Int J Environ Res Public Health. 2021;19:438. https://doi.org/10.3390/ijerph19010438 . Meskini N, Lamtai M, Sfendla A, Madhi YE, Ahami AOT, Ouahidi ML. Prevalence of stress, anxiety and depression in the context of climate change among newly recruited contract teachers in Morocco. In: E3S Web of Conferences. EDP Sciences; 2023. p. 1073. https://doi.org/10.1051/e3sconf/202341201073 UNICEF, Since December. 2020, 1,436 schoolchildren and 17 teachers have been abducted from schools in Nigeria. Vanguard News Nigeria. 2021. Steel Z, Chey T, Silove D, Marnane C, Bryant RA, van Ommeren M. Association of Torture and Other Potentially Traumatic Events With Mental Health Outcomes Among Populations Exposed to Mass Conflict and Displacement: A Systematic Review and Meta-analysis. JAMA. 2009;302:537–49. https://doi.org/10.1001/jama.2009.1132 . Bakare D, Salako J, Sogbesan A, Bakare AA. Early Impacts of Fuel Subsidy Removal On Mental Health Status of Primary Healthcare Workers and Community Members In Nigeria: A Cross-Sectional Study. Ann Ib Postgrad Med. 2024;22:22–33. Santamaría MD, Mondragon NI, Santxo NB, 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:e14. https://doi.org/10.1017/gmh.2021.14 . Schonfeld IS, Bianchi R. Burnout and depression: two entities or one? J Clin Psychol. 2016;72:22–37. https://doi.org/10.1002/jclp.22229 . Adegoke A, OlaOlorun A, Adesina S, Amole I, Idowu E, Adeleke T, et al. Prevalence and Sociodemographic Correlates of Anxiety and Depression in Ogbomoso, Nigeria. Health Sci Dis. 2023;24. https://doi.org/10.5281/hsd.v24i8.4601 . Nwimo IO, Onwunaka C. Stress among Secondary School Teachers in Ebonyi State, Nigeria: Suggested Interventions in the Worksite Milieu. J Educ Pract. 2015;6:93–100. Huseth-Zosel A, Crary SL, Orr M. Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender. J Teach Learn. 2024;18:19–37. https://doi.org/10.22329/jtl.v18i1.7424 . Kidger J, Brockman R, Tilling K, Campbell R, Ford T, Araya R, et al. Teachers’ wellbeing and depressive symptoms, and associated risk factors: A large cross sectional study in English secondary schools. J Affect Disord. 2016;192:76–82. https://doi.org/10.1016/j.jad.2015.11.054 . Altemus M, Sarvaiya N, Epperson CN. Sex differences in anxiety and depression clinical perspectives. Front Neuroendocrinol. 2014;35:320–30. https://doi.org/10.1016/j.yfrne.2014.05.004 . Maeng LY, Milad MR. Sex differences in anxiety disorders: interactions between fear, stress, and gonadal hormones. Horm Behav. 2015;76:106–17. https://doi.org/10.1016/j.yhbeh.2015.04.002 . Hupkau C, Petrongolo B. Work, care and gender during the Covid-19 crisis. Fisc Stud. 2020;41:623–51. https://doi.org/10.1111/1475-5890.12245 . Ozoemena EL, Agbaje OS, Ogundu L, Ononuju AH, Umoke PCI, Iweama CN, et al. Psychological distress, burnout, and coping strategies among Nigerian primary school teachers: a school-based cross-sectional study. BMC Public Health. 2021;21:2327. Additional Declarations No competing interests reported. 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Following the emergence of the COVID-19 pandemic, the burden of mental health conditions intensified considerably, with global reports documenting approximately a 27% rise in depressive disorders and a 25% increase in anxiety disorders, alongside increases in other psychological conditions such as post-traumatic stress disorder [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Teaching has consistently been identified as one of the most emotionally challenging job by Some academic and governmental research [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Anxiety is generally described as a state characterized by excessive worry, apprehension, and excessive nervousness [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. While anxiety may represent a normal adaptive response to perceived threats, it becomes clinically significant when symptoms are persistent, disproportionate to the stressor, progressively worsening, and accompanied by functional impairment or physical manifestations [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Anxiety disorders frequently coexist with or precede depressive disorders, and differentiation between generalized anxiety disorder and major depression can be challenging due to overlapping symptoms such as fatigue, sleep disturbance, and impaired concentration [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Evidence from the developed countries, including the United States, Australia, New Zealand, and the United Kingdom, suggests that a substantial proportion of teachers perceive their profession as highly stressful [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eGlobally, depression and anxiety affect approximately 4.4% and 3.6% of the population respectively, while 7\u0026nbsp;million (3.9%) and 4.9\u0026nbsp;million (2.7%) Nigerians are suffering from depression and anxiety disorders respectively [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Studies conducted in Egypt, Malaysia, and Nigeria have similarly reported elevated levels of anxiety and depression among teachers, highlighting the vulnerability of this occupational group [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eRegional analyses further demonstrate variability in prevalence across continents. Anxiety prevalence among teachers has been reported to range between 10% and 17.2% in Asia [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e], approximately 10% to 21.7% in the Americas, and up to 49.4% in Europe [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Similarly, depression prevalence among teachers ranges from 15.9% to 28.9% in the Americas and approximately 32.2% in European settings [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. In Nigeria, a study conducted in Ibadan reported that nearly one-third of teachers experienced symptoms consistent with generalized anxiety disorder or depression, with a considerable proportion experiencing both conditions simultaneously [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Poor mental health among teachers has important implications not only for individual well-being but also for educational quality and productivity. Anxiety and depression may negatively influence job performance, classroom engagement, and professional satisfaction\u003c/p\u003e \u003cp\u003e[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Evidence from Brazilian study on primary school teachers, indicates that extended working hours among teachers are associated with increased depression, anxiety, and sleep disturbances [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. A group of scholars in a study on 444 public and private school teachers found that teacher anxiety and depression were significantly higher [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Factors such as age, gender, income level, teaching experience, and workload have also been explored as potential determinants of anxiety and depression, although findings remain inconsistent across settings [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. The teaching profession is deemed to be at high risk due to the emergence of social challenges and uncertainties as well as professional complexity, including collegial competition, standardized performance, increasing accountability, and rapid assessment [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eMental health disorders, particularly anxiety and depression, are increasing global public health concerns, with teachers being especially vulnerable due to occupational stress, heavy workloads, and socio-economic challenges. In Northern Nigeria, these risks may be exacerbated by socio-political instability, economic hardship, and poor working conditions. Despite this, there is limited empirical evidence on the mental health status of secondary school teachers in the region, as existing studies largely focus on students and health professionals. This knowledge gap underscores the need for context-specific research to inform evidence-based policy and interventions. Given the critical role of teachers in education and student development, addressing their mental health is essential for both individual well-being and broader societal health outcomes. Consequently, this study aimed to determine the prevalence and socio-demographic correlates of anxiety and depression among secondary school teachers in Northern Nigeria.\u003c/p\u003e"},{"header":"METHODOLOGY","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy design and Population\u003c/h2\u003e \u003cp\u003eThis was a cross-sectional study conducted across various public and private Secondary schools in Kano Northern Nigeria, during the period of July 2024 to May 2025. The study included teachers who had worked in secondary schools for at least one year, teachers within the age range of 18–65 years and those whose signed informed consent and willingness to participate. The study excluded teachers with psychiatric or central and autonomic nervous system disturbance that might change the anxiety and depression scores and those that are below or above the age range of 18–65 years and or have worked for less than one year. The study was conducted and reported according to the guidelines for strengthening the reporting of observational studies in epidemiology (STROBE).\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eSamling procedure and Sample size\u003c/h3\u003e\n\u003cp\u003eTo ensure a representative sample of secondary school teachers in Kano Metropolis, a systematic random sampling technique was employed to select the schools. A comprehensive list of all registered senior secondary schools within the six metropolitan Local Government Areas (LGAs) — Dala, Gwale, Fagge, Kano Municipal, Nassarawa, and Tarauni — was obtained from the Kano State Ministry of Education, which served as the sampling frame. Each school was assigned a serial number, and the total number of schools was counted. The desired sample size of schools was determined based on available resources and study objectives. A sampling interval (k) was calculated by dividing the total number of schools in the sampling frame by the number of schools intended to be selected. The first school was chosen randomly from the list using a simple random number between 1 and \u003cem\u003ek\u003c/em\u003e, after which every \u003cem\u003ek\u003c/em\u003eth school was selected until the required number was reached. To ensure proportional representation from each Local Government Area (LGA), schools were allocated according to the relative size of each LGA’s total number of schools. A total of 42 schools (22 public and 20 private secondary schools) were selected.\u003c/p\u003e \u003cp\u003eA minimum sample size was determined using Cochrane formula [\u003cem\u003en = Z\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e.\u003cem\u003ep(1-p)\u003c/em\u003e /d\u003csup\u003e2\u003c/sup\u003e] [\u003cspan class=\"CitationRef\"\u003e20\u003c/span\u003e]. A Proportion of (50%) 0.5 was used in order to obtained the maximum sample size. With a 0.05 significance (alpha) level at a 95% confidence interval, a minimum sample size of 384 was calculated which was rounded to 432.\u003c/p\u003e\n\u003ch3\u003eDescription of variables\u003c/h3\u003e\n\u003cp\u003eThe study outcome variables are anxiety and depression score measured by Generalized Anxiety Disorder (GAD) and Patient Health Questionnaires (PHQ-9) scales respectively, while the exposure variables are socio-demographic characteristics which include Age, gender, marital status, educational level, monthly income teaching experience.\u003c/p\u003e\n\u003ch3\u003eData collection tool\u003c/h3\u003e\n\u003cp\u003eA structured self-administered questionnaire consisting of three sections was used in the study as follows:\u003c/p\u003e\n\u003ch3\u003eSection A\u003c/h3\u003e\n\u003cp\u003eThis was used to collect data on sociodemographic factors (including age, gender, marital status, occupation, monthly income and teaching experience) and personal history of hypertension and anxiety/depression.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eSection B\u003c/h2\u003e \u003cp\u003eIt consists of GAD-7 which is a seven-item scale used to assess symptoms of generalized anxiety disorder (GAD) as defined by the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV) criteria and other Validated anxiety measures [\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e].The GAD-7 is very widely used in clinical and nonclinical settings, including student research [\u003cspan class=\"CitationRef\"\u003e22\u003c/span\u003e]. The GAD-7 has also been validated in other cultures, despite having less research than the PHQ-9 [\u003cspan class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e24\u003c/span\u003e]. Each item asks the individual to rate the severity of his or her symptoms over the past two weeks using a four-point Likert scale with possible responses ranging from “Not at all” to “Nearly every day”. The total scores range from zero (0) to 21 with higher scores indicating more expressed anxiety symptoms. Scores of 0–4 indicates no anxiety, 5–9 is mild, 10–14 is moderate, 15–21 is severe anxiety [\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eSection C\u003c/h3\u003e\n\u003cp\u003eThe PHQ-9 is a nine items scale consisting of the actual 9 criteria upon which the diagnosis of Diagnostic and Statistical Manual of Mental Disorders (DSM), 4th edition (DSM-IV) depressive disorders were based [\u003cspan class=\"CitationRef\"\u003e25\u003c/span\u003e]. The 9-item Patient Health Questionnaire depression scale (PHQ-9) was first published in 2001 and has since been translated into more than 100 languages and received over 11,000 scientific citations. PHQ-9 is a leading scale when it comes to depression screening [\u003cspan class=\"CitationRef\"\u003e26\u003c/span\u003e]. The PHQ-9 is acknowledged as a valid and reliable tool for depression screening in the general [\u003cspan class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e28\u003c/span\u003e], in clinical [\u003cspan class=\"CitationRef\"\u003e29\u003c/span\u003e] and in academic settings [\u003cspan class=\"CitationRef\"\u003e30\u003c/span\u003e]. Item responses range between not at all (0), on several days (1), on more than half of the days (2), and nearly every day (3). PHQ-9 Severity Index scores range from 0 to 27 and are calculated by summing across the 9 items. PHQ-9 Severity Index scores can be categorized into level of depression severity: none (0–4), mild (5–9), moderate (10–14), moderately severe (15–19), and severe (20–27) [\u003cspan class=\"CitationRef\"\u003e25\u003c/span\u003e]. Meta-analysis of PHQ-9 validation studies found that the PHQ-9 had a pooled sensitivity of 92% and a specificity of 80% compared to the DSM clinical interview, and has diagnostic properties comparable with longer diagnostic instruments [\u003cspan class=\"CitationRef\"\u003e31\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eGeneralized Anxiety Disorder Scale and Patient Health Questionnaire (PHQ-9) has been used by Aika and Odili in a treatment centre in Nigeria [\u003cspan class=\"CitationRef\"\u003e32\u003c/span\u003e].Different studies have used Patient Health Questionnaire (PHQ-9) to assessed depression among teachers [\u003cspan class=\"CitationRef\"\u003e33\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e34\u003c/span\u003e].\u003c/p\u003e\n\u003ch3\u003eEthical consideration\u003c/h3\u003e\n\u003cp\u003ePrior to commencement, ethical approval and official permissions were secured from the relevant State Ministries of Education and the authorities of the selected schools (KS/PVIB/CORGEN/185). Before administering the instruments, a brief orientation session was conducted with the teachers to explain the study objectives, procedures, confidentiality assurances, and the voluntary nature of participation. Written informed consent was obtained from all participants. Participants completed the questionnaires in a quiet, designated area within the school premises to ensure privacy and reduce response bias. Research assistants trained in research ethics and mental health sensitivity were present to guide the process and address any concerns. Upon completion, the questionnaires were collected, securely stored. Confidentiality and data protection measures were strictly observed throughout the process. All procedures were conducted in accordance with institutional ethical standards and the principles of the Declaration of Helsinki.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eData management and analysis\u003c/h2\u003e \u003cp\u003eThe data was entered and coded in excel 2019 and then imported into the Statistical Package for Social Sciences (SPSS) software Version 27 for further analysis, whereby both descriptive and inferential analysis was performed. On descriptive analysis, mean and standard deviation were used for continuous variables while percentages and frequency tables were used to summarize all categorical variables. Independent samples \u003cem\u003et\u003c/em\u003e-tests were employed to examine differences in mean anxiety and depression scores between dichotomous socio-demographic variables, while one-way analysis of variance (ANOVA) was used for variables with three or more categories. Effect sizes were calculated using eta squared (η²). chi-square was used to explore the association between anxiety and depression scores with socio-demographic factors. For the purpose of logistic regression analysis, the depression and anxiety scale scores were dichotomized into binary outcome variables (presence vs. absence of symptoms) based on the recommended cutoff values of the instrument. Participants scoring at or above the established threshold were classified as having symptoms, while those scoring below the cutoff were categorized as not having symptoms. The level of significance was placed at p value of \u0026lt; 0.05.\u003c/p\u003e \u003c/div\u003e"},{"header":"RESULT","content":"\u003ch2\u003eSocio-demographic characteristics of the participants\u003c/h2\u003e\u003cp\u003eA total of 432 secondary school teachers participated in the study (mean age ≈ 35 ± 9 years, age range: 20–65 years). More than half of the participants were male (63.7%), while 36.3% were female. The largest proportion of respondents were aged 30–39 years (38.4%), followed by those aged ≥ 40 years (31.3%) and 20–29 years (30.3%). Slightly more than half worked in government schools (51.4%). Most participants were married (57.4%), and the majority belonged to the Hausa ethnic group (94.2%). Nearly half held a degree qualification (48.6%), while 41.4% had NCE and 8.3% had a diploma. Over half had 1–5 years of teaching experience (51.2%). Most respondents were low-income earners (\u0026lt; ₦50,000 per month) (68.5%), whereas only 3.0% earned more than ₦100,000 monthly. A small proportion reported a prior history of anxiety/depression (3.7%), smoking (0.9%), or hypertension (3.9%).\u003c/p\u003e\u003cp\u003eMost of the socio-demographic characteristics showed significant gender differences among the participants. Variables that differed significantly by gender included age group, marital status, education level, teaching experience, and income level (all p \u0026lt; .05). In contrast, school type, ethnicity, smoking status, hypertension status, and anxiety/depression status did not show statistically significant gender differences (p \u0026gt; .05). This indicates that gender variation was present across the majority of the core socio-economic and professional characteristics of the study population. Further socio-demographic details are presented in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003ctable id=\"Tab1\" border=\"1\"\u003e \u003ccaption\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSocio-Demographic Characteristics of The Participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003c/colgroup\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\"\u003e \u003cp\u003eCharacteristic\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eFrequency (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eMale (N = 275)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eFemale (N = 157)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003ep-val\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e37 (9), min:23, max: 65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e32 (8), min:20, max: 59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e\u0026lt; 0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e20–29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e131(30.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e52(18.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e79(50.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e30–39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e166(38.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e117(42.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e49(31.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e≥ 40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e135(31.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e106(38.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e29(18.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eSchool type\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eGovernment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e222(51.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e140(50.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e82(52.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003ePrivate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e210(48.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e135(49.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e75(47.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eMarital status\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eSingle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e181(41.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e103(56.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e78(43.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e248(57.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e172(69.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e76(30.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eUnmarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e3(0.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0(0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e3(100.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eEthnicity\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eHausa\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e407(94.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e258(63.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e149(36.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eOthers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e25(5.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e17(68.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e8(32.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eEducation levels\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e\u0026lt; 0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eDiploma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e36(8.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e23(63.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e13(36.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eNCE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e179(41.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e94(52.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e85(47.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eDegree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e210(48.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e151(71.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e59(28.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMasters\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e7(1.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7(100.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0(0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eTeaching experience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e\u0026lt; 0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1–5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e221(51.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e110(49.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e111(50.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e6–10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e139(32.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e109(78.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e30(21.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e11–20 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e72(16.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e56(77.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e16(22.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eIncome level\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e\u0026lt; 0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u0026lt; 50,000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e296(68.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e169(57.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e127(42.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e51,000-100k\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e123(28.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e95(77.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e28(22.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u0026gt; 100,000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e13(3.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e11(84.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e2(15.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eAnxiety/Depression\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.14\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e16(3.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e13(81.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e3(18.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e416(96.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e262(63.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e154(37.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eSmoking\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e\u0026gt; 0.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e4(0.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e3(75.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1(25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e428(99.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e272(63.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e156(36.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eHypertension\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.15\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e17(3.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e8(47.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e9(52.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e415(96.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e267(64.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e148(35.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003ch2\u003ePrevalence of Anxiety and Depression Symptoms\u003c/h2\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e shows that majority of the study participants (53.5%) had no anxiety while (35.1%) has anxiety. The severity of anxiety was 31.9%, 11.6% and 3% for mild, moderate and severe anxiety respectively. likewise, for depression, 29.2% had no depression while more than half (70.8%) of the study participants had depression. The severity of depression was 33.8%, 26.4%, 7.2%, and 3.5% for mild, moderate, moderately severe and severe depression respectively.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003ctable id=\"Tab2\" border=\"1\"\u003e \u003ccaption\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePrevalence Anxiety (GAD-7) and Depression (PHQ-9) among the participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003c/colgroup\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\"\u003e \u003cp\u003eCharacteristic\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003ePercentages (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\"\u003e \u003cp\u003eAnxiety (GAD7)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eNo anxiety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e231\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e53.5%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMild anxiety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e138\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e31.9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eModerate anxiety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e11.6%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eSevere anxiety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eDepression (PHQ9)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eNo depression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e126\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e29.2%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMild depression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e146\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e33.8%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eModerate depression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e114\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e26.4%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eModerate severe depression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7.2%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eSevere depression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e3.5%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003ePHQ: Patient Health Questionnaire, GAD-7: Generalized Anxiety Disorders\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003ch2\u003eComparison of Anxiety and Depression Scores by participants’ characteristics\u003c/h2\u003e\u003cp\u003eMean anxiety and depression scores across socio-demographic characteristics are presented in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e. One-way ANOVA showed no significant differences in mean anxiety scores across age groups (F = 0.76, p = 0.468, η² = .004), education level (F = 0.55, p = .64, η² = 0.004), marital status (F = 0.15, p = .86, η² = 0.001), or monthly income (F = 1.79, p = 0.16, η² = 0.002).\u003c/p\u003e\u003cp\u003eHowever, a statistically significant difference in mean anxiety scores was observed across categories of teaching experience (F = 3.52, p = 0.03, η² = 0.016), with higher mean anxiety scores among teachers with fewer years of experience.\u003c/p\u003e\u003cp\u003eNo statistically significant differences were observed in mean depression scores across age (F = 0.79, p = .45, η² = 0.004), gender (t = − 0.35, p = 0.72), education level (F = 0.65, p = 0.58, η² =0 .005), marital status (F = 1.06, p = .34, η² =0.005), monthly income (F = 0.65, p = .16, η² = 0.008), or teaching experience (F = 1.36, p = 0.26, η² = 0.006).\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003ctable id=\"Tab3\" border=\"1\"\u003e \u003ccaption\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of Anxiety and Depression Scores by participants’ characteristics\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003c/colgroup\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eAnxiety Scores (M ± SD)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eDepression Scores (M ± SD)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\"\u003e \u003cp\u003eAge (Years)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e20–29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e4.99 ± 4.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e8.32 ± 5.15\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e30–39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e4.73 ± 4.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7.85 ± 5.29\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e≥ 40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e5.36 ± 4.51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7.49 ± 5.75\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.79\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.468\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.45\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eη2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e4.83 ± 4.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7.81 ± 5.27\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e5.32 ± 4.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e8.00 ± 5.62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eT\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e-1.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e-0.350\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.72\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eEducation Level\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eDiploma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e4.58 ± 2.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e8.36 ± 4.99\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eNCE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e4.79 ± 4.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7.76 ± 5.42\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eDegree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e5.24 ± 4.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7.81 ± 5.30\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMasters\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e5.86 ± 4.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e10.43 ± 8.12\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.65\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.58\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eη2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.005\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eMarital status\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eSingle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e4.92 ± 4.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e8.21 ± 5.11\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e5.08 ± 4.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7.60 ± 5.59\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eUnmarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e4.00 ± 1.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e10.67 ± 5.77\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1.06\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.34\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eη2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.005\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eMonthly Income\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u0026lt; 50000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e5.13 ± 4.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e8.20 ± 5.37\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e51000-100k\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e4.79 ± 4.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7.11 ± 5.46\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u0026gt; 100000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e4.31 ± 4.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7.92 ± 5.06\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.65\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.16\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eη2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.008\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eTeaching Experience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1–5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e6.00 ± 4.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7.51 ± 5.27\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e6–10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e5.26 ± 4.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e8.47 ± 5.49\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e11–20 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e4.52 ± 4.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e7.86 ± 5.57\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e3.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1.36\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.26\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eη2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.006\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003ch2\u003eSocio-demographic risk factors of anxiety disorders\u003c/h2\u003e\u003cp\u003eBivariate analysis using the chi-square test showed no statistically significant association between anxiety and age (χ² = 1.69, p = 0.42), gender (χ² = 0.15, p = 0.69), education level (χ² = 4.01, p = 0.27), marital status (χ² = 0.53, p = 0.77), monthly income (χ² = 3.72, p = 0.15), or teaching experience (χ² = 2.98, p = 0 .22).\u003c/p\u003e\u003cp\u003eIn multivariable logistic regression analysis, teaching experience was independently associated with anxiety. Teachers with 6–10 years of experience had significantly lower odds of anxiety compared with those with 1–5 years of experience (aOR = 0.35, 95% CI: 0.16–0.79, p = 0.01). Monthly income showed a borderline association, with participants earning ₦51,000–₦100,000 having lower odds of anxiety compared with those earning \u0026lt;₦50,000 (aOR = 0.47, 95% CI: 0.12–1.61, p = 0.06). Other socio-demographic variables were not significantly associated with anxiety.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003ctable id=\"Tab4\" border=\"1\"\u003e \u003ccaption\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSocio-demographic risk factors of anxiety disorders\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003c/colgroup\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\"\u003e \u003cp\u003eVariable(s)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eAnxiety\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eNo anxiety\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eχ2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eaOR (95% CI)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\"\u003e \u003cp\u003eAge (Years)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e20–29 (Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e59 (45.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e72(55.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e1.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e30–39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e73(44.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e93(56.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.77 (0.38–1.56)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.48\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e≥ 40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e69 (48.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e66 (51.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.75 (0.43–1.29)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.29\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMale (Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e126 (45.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e149 (54.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e\u003cb\u003e75(\u003c/b\u003e47.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e82\u003cb\u003e(\u003c/b\u003e52.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.84 (0.54–1.31)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.44\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eEducation Level\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eDiploma (Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e14 (38.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e22(61.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e4.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.27\u003csup\u003e+\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eNCE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e76 (42.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e103 (57.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.57 (0.09–3.37)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.54\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eDegree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e107 (51.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e103 (49.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.65 (0.12–3.44)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMasters\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e4 (57.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e3(42.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.93 (0.18–4.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.93\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eMarital status\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eSingle (Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e85 (47.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e96 (53.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.77\u003csup\u003e+\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e114 (46.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e134 (54.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.56 (0.05–6.66)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.64\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eUnmarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e2 (66.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e1(33.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.48 (0.04–5.73)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.56\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eMonthly Income\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u0026lt;50000 (Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e147 (49.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e149 (50.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e3.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e51000-100k\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e49 (39.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e74(60.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.47 (0.12–1.61)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.06\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u0026gt; 100k\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e5 (38.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e8 (61.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1.79 (0.52–6.28)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.36\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eTeaching Experience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1–5 yrs (Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e97 (43.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e124 (56.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e2.98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e6–10 yrs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e64 (46.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e75 (54.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.35 (0.16–0.79)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.01\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e11–20 yrs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e40 (55.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e32 (44.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.54 (0.27–1.08)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.08\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eχ2 Chi square, aOR adjusted odds ratio, CI confidence interval, + Fishers exact test\u003c/p\u003e\u003ch2\u003eSocio-demographic risk factors of Depression\u003c/h2\u003e\u003cp\u003eBivariate analysis showed significant associations between depression and marital status (χ² = 6.40, p = .04) as well as monthly income (χ² = 6.85, p = 0.03).\u003c/p\u003e\u003cp\u003eIn multivariable logistic regression analysis, age and teaching experience were independently associated with depression. Participants aged 30–39 years had higher odds of depression compared with those aged 20–29 years (aOR = 2.41, 95% CI: 1.09–5.29, p = 0.03). In contrast, teachers with 6–10 years of experience had significantly lower odds of depression compared with those with 1–5 years of experience (aOR = 0.27, 95% CI: 0.11–0.65, p = 0.004). Other socio-demographic variables were not significantly associated with depression after adjustment.\u003c/p\u003e\u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" class=\"colspec\"\u003e\u003c/div\u003e\u003ctable id=\"Tab5\" border=\"1\"\u003e \u003ccaption\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSocio-demographic risk factors of Depression\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003c/colgroup\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\"\u003e \u003cp\u003eVariable(s)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eDepression\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eNo Depression\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eχ2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eaOR (95% CI)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\"\u003e \u003cp\u003eAge (Years)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e20–29(Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e100(76.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e31(23.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e4.65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e30–39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e119(71.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e47(28.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e2.41 (1.09–5.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.03\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e≥ 40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e87(64.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e48(35.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.57(0.87–2.84)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.14\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMale (Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e195(70.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e80(29.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e111(70.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e46(29.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1.04 (0.64–1.71)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eEducation Level\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eDiploma (Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e28(77.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e8(22.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.94\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.84\u003csup\u003e+\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eNCE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e125(69.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e54(30.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1.08(0.16–7.50)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.94\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eDegree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e148(70.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e62(29.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.74(0.12–4.52)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.75\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMasters\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e5(71.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e2(28.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.82(0.14–4.81)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.83\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eMarital status\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eSingle (Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e140(77.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e41(22.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e6.40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.04\u003csup\u003e+\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eMarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e164(66.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e84(33.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1.28(0.10-16.46)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.85\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eUnmarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e2(66.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e1(33.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.83(0.07–10.43)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.88\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eMonthly Income\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u0026lt; 50000 (Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e220(74.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e76(25.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e6.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e51000-100k\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e76(61.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e47(38.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.83(0.07–10.43)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.89\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u0026gt; 100k\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e10(76.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e3(23.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.52 (0.12–2.16)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.37\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eTeaching Experience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1–5 yrs (Ref.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e152(68.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e69(31.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e1.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e6–10 yrs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e103(74.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e36(25.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.27(0.11–0.65)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e11–20 yrs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e51(70.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e21(29.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e0.85(0.41–1.80)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\"\u003e \u003cp\u003e0.68\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eχ2 Chi square, aOR adjusted odds ratio, CI confidence interval, + Fishers exact test\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eStudies on mental health that concentrate on adults, especially teachers, are notably lacking in Nigeria. The health and academic achievement of students are given top priority in the majority of studies and programs concerning nutrition in schools. Since teachers have a significant influence on students' academic progress, it is essential to conduct a thorough health assessment in order to identify any health risks that may compromise their general well-being and professional effectiveness.\u003c/p\u003e \u003cp\u003eThe findings provide valuable insights into the mental faced by teachers in the region, particularly in the context of economic and occupational stressors. This study used Generalized Anxiety Disorder Scale (GAD-7) and Patient Health Questionnaire (PHQ-9) score to determine the prevalence of anxiety and depression among the secondary class teachers in Kano.\u003c/p\u003e \u003cp\u003eThe prevalence of anxiety in the presents study is moderately high with Overall prevalence of 46.5% with the majority of teachers experienced mild anxiety (31.9%, n\u0026thinsp;=\u0026thinsp;138), followed by Moderate anxiety (11.6%, n\u0026thinsp;=\u0026thinsp;50) and severe anxiety (3.0% n\u0026thinsp;=\u0026thinsp;13). This was similar to the global prevalence of anxiety among teachers which ranges from 10% to 49.4% [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e], but was slightly different to study conducted to assess the prevalence of teachers\u0026rsquo; stress, depression and generalized anxiety disorder (GAD) among teachers in both private and public secondary schools in Ibadan, Nigeria in the year 2014 and observed that 3 out every 10 teachers( 29.5% ) had teachers\u0026rsquo; anxiety [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Study from Imo state Nigeria reported that 10.0% of teachers reported having severe anxiety which higher than in the current study [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. Another study from Iran reported that 43.3% of teachers have anxiety [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. It was also aligned with the result from different systematic review, scoping review and meta-analysis. The prevalence of anxiety symptoms among teachers varied, with a median prevalence of 26.0% and a range of 4.9% to 68.0% [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe distribution of depression severity in the current study is that, mild depression was the most prevalent category, affecting 33.8%, 26.4% (n\u0026thinsp;=\u0026thinsp;114) reported moderate depression, while 7.2% (n\u0026thinsp;=\u0026thinsp;31) and 3.5% (n\u0026thinsp;=\u0026thinsp;15) experienced moderately severe and severe depression, respectively which indicate high rate of depression among teachers. The result aligned with global prevalence of depression among teachers that was reported from scoping review which documented that range of depression among teachers was 4% to 77% [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. In Nigeria, studies show that 29.3% of teachers are depressed [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Assessment of the overall prevalence of depression among the Hausa population in northwest Nigeria showed that 35.5% of respondents experienced minimal depression, 21.7% had mild depression, 24.4% reported moderate depression, and 18.5% presented with severe depression which is slightly higher than our study. Research conducted in the Americas revealed a prevalence of depression among teachers ranged from 15.9% to 28.9% [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e], whereas research conducted in Europe found a prevalence of 32.2% [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Another study from Iran reported that 37.5% of teachers have anxiety [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. It also aligned with the result from different systematic review, scoping review and meta-analysis where they reported that the prevalence of depression among teachers ranged from 0.6% to 85.7%[\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. In other hand, the results of study from Morocco disagree with the current study where they revealed low level of anxiety and depression in most teachers (6% and 1.3%, respectively) [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe high prevalence of anxiety and depressive symptoms observed in this study may be influenced not only by occupational stress but also by the broader context of insecurity affecting schools and communities in Northern Nigeria. Over the past decade, Northern Nigeria has experienced frequent attacks on educational institutions, including mass kidnappings of students and teachers, banditry, and terrorist activity that have made schools themselves sites of risk and fear rather than safe learning environments, while initially are more prevalent in the southern parts of the country. For instance, between December 2020 and October 2021 alone, at least 1,436 schoolchildren and 17 teachers were abducted from Nigerian schools, with additional fatalities reported during these violent incidents, leading to prolonged school closures and disruption of educational activities[\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. Teachers working under such conditions may experience constant worry about personal safety, fear of abduction, and concern for the wellbeing of their students, all of which are established risk factors for anxiety disorders and depressive symptoms [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. Although insecurity and school attacks remain an important national concern, these events have predominantly affected rural and semi-rural communities, whereas metropolitan teachers are more directly exposed to daily economic pressures, persistent inflation, and naira devaluation, reduced purchasing power, delayed salaries, and increased family responsibilities, all of which are outcomes of oil subsidy removal, and are well established risk factors for anxiety and depression. Research assessing the impact of fuel subsidy removal on mental health in Nigeria found that depression and anxiety increased substantially among healthcare workers and community members after the policy change, suggesting that economic shocks can exacerbate mental health problems across varied occupational groups [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. Therefore, the elevated prevalence reported in this study likely reflects the cumulative impact of urban economic hardship, rather than proximity to conflict alone, highlighting the need to consider broader macro-economic conditions when interpreting mental health outcomes among teachers in metropolitan settings.\u003c/p\u003e \u003cp\u003eFinally, the study examined the associations between socio-demographic characteristics with anxiety and depression symptoms. Although age was not significantly associated with anxiety in the present study, but the odds of depression is a higher among teachers younger than 40 years. Similar trends have been reported in previous studies conducted in Iran [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], Egypt [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e], Nigeria [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], Malaysia [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e], and Spain [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e], where younger teachers were found to experience higher psychological distress. These findings have been attributed to early-career stressors, including job insecurity, workload adjustment, and balancing professional and family responsibilities.\u003c/p\u003e \u003cp\u003eAccording to the present study gender was not associated with anxiety and depression symptoms, this was supported by previous studies conducted in Nigeria and Other settings[\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. However, the literature remains inconsistent. Some Nigerian studies have reported higher anxiety levels among male teachers [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e], while others have found that female teachers experience higher stress levels and males higher depression levels [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. Additional studies have reported higher depression levels among female teachers [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eBiological explanations suggest that women may be more vulnerable to anxiety due to hormonal influences, including oestrogen-related sensitivity to catecholamines and emotional memory processing [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e]. Social factors, such as greater involvement in household responsibilities and childcare, may further contribute to psychological distress among female teachers [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. Nonetheless, the absence of a significant sex difference in this study suggests that occupational stressors common to the teaching profession may exert a similar psychological impact on both genders.\u003c/p\u003e \u003cp\u003eTeachers with higher academic qualifications demonstrated higher anxiety and depression symptoms, possibly due to increased professional expectations, administrative responsibilities, and role strain, despite not statistically significant. This finding aligns with previous Nigerian evidence suggesting that higher qualifications do not necessarily translate into improved working conditions or job satisfaction, thereby increasing anxiety among highly educated teachers [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Marital status and teaching experience were significantly associated with depression. Single teachers exhibited higher levels of depressive symptoms compared with married teachers, supporting the view that marriage may offer emotional and social support that buffers against depression. Similar findings have been reported in Nigerian studies highlighting the protective role of marital relationships against psychological distress [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. In addition, longer teaching experience was associated with lower odds of depression, suggesting that early-career teachers may be more vulnerable to depressive symptoms, possibly due to challenges related to job adjustment, workload adaptation, classroom management difficulties, and limited coping experience. As teachers gain professional experience, they may develop better coping strategies, improved classroom control, stronger peer support networks, and greater psychological resilience, which may protect against depression. Similar protective effects of professional experience have been reported in studies indicating that psychological adaptation and occupational mastery increase over time among educators, thereby reducing emotional distress[\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. Monthly income was not significantly associated with either anxiety or depression, although lower-income teachers tended to report higher symptom levels. This finding agrees with previous Nigerian studies reporting no significant relationship between income and mental health outcomes among teachers [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. This may reflect the pervasive nature of economic stress affecting teachers across income categories, particularly in the context of rising living costs and constrained public sector wages. The non-significant associations between most socio-demographic factors and anxiety or depression in this study may be attributed to the complex interplay between individual and contextual influences on mental health, including workload, school climate, lack of administrative support, and coping resources, which were not directly measured here but have been emphasized in other research on teacher psychological distress.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThe findings highlight the substantial mental health burden among secondary school teachers in Northern Nigeria, underscoring the need for targeted interventions to address anxiety and depression in this critical professional group. Policymakers and educational stakeholders should prioritize mental health support programs to enhance teacher well-being and, by extension, educational outcomes.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003ePHQ\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003ePatient Health Questionnaire\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eGAD-7\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eGeneralized Anxiety Disorders\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eSTROBE\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eStrengthening the Reporting of Observational Studies in Epidemiology\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to provide special appreciation to Dr (Pt) Muhammad Shuaibu Shekarau and Dr (pt) Abdullahi Umar who helps me tirelessly and indefatigably during the data collection and\u0026nbsp;Management of Bayero University Kano and ministry of Education Kano State Nigeria for their support.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eK.A.I. conceptualized the idea. K.A.I and M.M. designed the method. K.A.I. collected the data. K.A.I. wrote the first draft of the manuscript. M.M. critically reviewed and edited the final draft of the manuscript. All authors contributed to the writing of the manuscript and approved the final version.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eRaw data can be made available upon appropriate request\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no external funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval for this study was obtained from State Ministries of Education and the authorities of the selected schools (KS/PVIB/CORGEN/185). All procedures involving human participants were conducted in accordance with institutional ethical standards and the principles of the Declaration of Helsinki. Participation in the study was voluntary, and written informed consent was obtained from all participants prior to data collection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePermission was provided by Kano state Ministries of Education and the authorities of the selected schools to publish the findings of this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003ePirzadeh A, Abotalebi Z, Riahi R, Stress. Anxiety, and Depression among Teachers during the COVID-19 Pandemic. 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BMC Public Health. 2021;21:2327.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"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":"discover-public-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"","sideBox":"Learn more about [Discover Public Health](https://link.springer.com/journal/12982)","snPcode":"12982","submissionUrl":"https://submission.springernature.com/new-submission/12982/3","title":"Discover Public Health","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Anxiety, Depression, GAD-7 and PHQ-9","lastPublishedDoi":"10.21203/rs.3.rs-8926810/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8926810/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eTeachers are pivotal to the development of educational systems and student well-being. However, they are frequently exposed to occupational stressors that may predispose them to mental health disorders such as anxiety and depression. In Northern Nigeria, where economic challenges such as the removal of oil subsidies and the fallout of the COVID-19 pandemic have worsened mental health conditions, the burden of these conditions among secondary school teachers remains under-researched, despite the region's unique socio-economic and political challenges. The present study aimed to determine the prevalence and socio-demographic correlate of anxiety and depression among Secondary School Teachers in Northern Nigeria.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eThis cross-sectional study included 432 teachers (275 males, 157 females) selected through a systematic sampling technique from various public and private secondary schools in Kano state Nigeria. Data were collected using a structured, self-administered questionnaire comprising socio-demographic variables, the Generalized Anxiety Disorder 7-item (GAD-7) scale, and the Patient Health Questionnaire 9-item (PHQ-9) scale. Data were analysed using descriptive statistics, Chi-square tests, ANOVA and logistic regression with IBM SPSS version 27.0.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThe results revealed a high prevalence of anxiety (46.5%), with 31.9% experiencing mild, 11.6% moderate, and 3.0% severe anxiety. Depression was even more prevalent (70.8%), with 33.8% mild, 26.4% moderate, 7.2% moderately severe, and 3.5% severe cases. Teaching experience was independently associated with anxiety, with teachers having 6\u0026ndash;10 years of experience showing lower odds compared with those with 1\u0026ndash;5 years (aOR\u0026thinsp;=\u0026thinsp;0.35, 95% CI: 0.16\u0026ndash;0.79, p\u0026thinsp;=\u0026thinsp;0.01). Teachers aged 30\u0026ndash;39 years had higher odds of depression compared with those aged 20\u0026ndash;29 years (aOR\u0026thinsp;=\u0026thinsp;2.41, 95% CI: 1.09\u0026ndash;5.29, p\u0026thinsp;=\u0026thinsp;0.03), while those with 6\u0026ndash;10 years of experience had lower odds (aOR\u0026thinsp;=\u0026thinsp;0.27, 95% CI: 0.11\u0026ndash;0.65, p\u0026thinsp;=\u0026thinsp;0.004). Gender, education level, marital status, and income were not significantly associated with either anxiety or depression after adjustment.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eThe findings highlight the substantial mental health burden among secondary school teachers in Northern Nigeria, underscoring the need for targeted interventions to address anxiety and depression in this critical professional group.\u003c/p\u003e","manuscriptTitle":"Prevalence and Socio-demographic Correlates of Anxiety and Depression Among Secondary School Teachers in Northern Nigeria","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-26 19:36:41","doi":"10.21203/rs.3.rs-8926810/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-23T18:53:55+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-20T17:06:56+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-20T08:15:02+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-19T10:55:52+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-13T10:34:36+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-08T11:09:57+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-03T07:07:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"327495715445873992833758342477213066741","date":"2026-03-27T18:48:40+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"40536732640567420589983852372125661529","date":"2026-03-26T10:35:01+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"175459340702105529775287072576070530587","date":"2026-03-25T07:36:33+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"308484618802772925448556077090518442288","date":"2026-03-25T07:28:06+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"101495906886358340943786277066686631904","date":"2026-03-24T18:18:14+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"228078527644213922311825316419230485868","date":"2026-03-24T17:19:10+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"32170797247481027899646794250712221085","date":"2026-03-24T16:35:47+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-03-24T16:32:41+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-03-16T14:04:47+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-03-14T05:30:00+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-03-12T05:17:42+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Public Health","date":"2026-03-11T23:56:13+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-public-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"","sideBox":"Learn more about [Discover Public Health](https://link.springer.com/journal/12982)","snPcode":"12982","submissionUrl":"https://submission.springernature.com/new-submission/12982/3","title":"Discover Public Health","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"63fb88cd-0644-4840-bcf9-4e98935dd21d","owner":[],"postedDate":"March 26th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-06T15:53:18+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-26 19:36:41","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8926810","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8926810","identity":"rs-8926810","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}