STROBE statement—Checklist of items that should be included in reports of <i>cross-sectional studies</i>.

STROBE statement—Checklist of items that should be included in reports of cross-sectional studies.</p

Severity of anxiety among primary and secondary school teachers.

Severity of anxiety among primary and secondary school teachers.</p

Demographic characteristics of study participants (N = 481).

Demographic characteristics of study participants (N = 481).</p

Factors in association with anxiety status among primary and secondary teachers: Multivariate logistics regression.

Factors in association with anxiety status among primary and secondary teachers: Multivariate logistics regression.</p

Database.

The working conditions for teachers in Vietnam were characterized by increased workload and pressure, burdening teachers’ well-being. The study aims to investigate anxiety prevalence and identify some related factors among primary and secondary school teachers in Hanoi after the first COVID-19 outbreak in 2020. This paper analyzed data of 481 teachers working at ten primary and secondary schools in Hanoi city. Anxiety was measured using the anxiety component of the Depression, Anxiety, and Stress scale 42 items. Multivariable logistics regression was performed to examine anxiety-related factors using SPSS 20.0 at a significant level p less than 0.05. The prevalence of anxiety symptoms was 42.4% and similar between primary and secondary school teachers. More secondary teachers reported moderate to severe anxiety symptoms than primary teachers did (31.6% and 27.7%). Primary school teachers who felt discomfort with their supervisor’s assessment, high responsibility for student safety, and ever thinking of leaving their current job were more likely to report anxiety symptoms (OR (95%CI) = 2.8 (1.2–6.5), 3.6 (1.0–12.8), and 2.6 (1.3–5.4), respectively). Meanwhile, the discomfort of caring for many students or problematic students, repetitive work, and disagreement with coworkers were risk factors of anxiety among secondary school teachers (OR (95%CI) = 2.6 (1.2–5.8), 3.2 (1.1–9.2), 3.4 (1.3–8.8), and 3.7 (1.1–12.6), respectively). In conclusion, the prevalence of teachers with anxiety symptoms is on the rise, caused by the characteristics of the job and professional relationships. Tailored support for teachers in different grades is necessary to improve and prevent teachers’ anxiety.</div