The Role of Risk Factors in The Formation of University Teachers’ Health
Keywords:
university teachers; occupational risks; psychosocial stress; burnout; preventive healthAbstract
Background University teachers represent a professional group exposed to a wide spectrum of occupational and psychosocial risk factors. Chronic stress, excessive workload, and unfavorable working conditions significantly contribute to the deterioration of their physical and mental health. Objective To identify the role of occupational and psychosocial risk factors in the formation of university teachers’ health and to assess the prevalence of associated health disorders. Methods A comprehensive review of national and international literature was conducted, combined with analysis of original empirical data obtained from an anonymous survey and medical examinations of 1,417 teachers from technical and humanities universities. Statistical analyses included χ² tests, Pearson correlation, and calculation of intensive/extensive indicators with 95% bootstrap confidence intervals. Results The majority of respondents (76.7%) reported deterioration of health. Chronic diseases were identified in 33.2% of teachers, with higher prevalence among women (41.9%) compared to men (23.6%), and in humanities universities (42.1%) compared to technical universities (24.3%). Visual impairment (49.8%), frequent respiratory infections (74.8%), cardiovascular (48%) and musculoskeletal disorders (44%) were the most common health problems. Occupational risk factors most frequently reported included excessive workload (66–75%), high occupational tension (59–68%), prolonged static posture (64–73%), intensive vocal load (45–59%), and visual strain (55–68%). Emotional burnout symptoms were detected in 40–70% of teachers, with strong correlations between burnout indicators and hypertension prevalence. Temporary disability rates increased 1.2-fold between 2013 and 2016, with higher values in humanities universities and among older teachers (>50 years). Conclusion The health of university teachers is shaped by the combined impact of occupational, psychosocial, and lifestyle risk factors. Preventive interventions are required at institutional and individual levels, including workload redistribution, psychological support, promotion of healthy behaviors, and systematic health monitoring.
Bangladesh Journal of Medical Science Vol. 25 No. 04 October’26 Page: 1269-1273
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Copyright (c) 2026 Farida Amirseitova, Bakhtiyar Serik, Roza Suleimenova, Aiman Mussina, Karlygash Raissova, Assel D Sadykova
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