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

Background School teachers experienced a significant shift in their teaching and learning activities during the Coronavirus Disease 2019 (COVID-19) pandemic, which likely affected their well-being, quality of life (QOL), and job satisfaction. This study aimed to assess the levels of well-being, QOL, and job satisfaction, as well as the associated factors, among school teachers during this challenging period. Methods This descriptive cross-sectional study was conducted among school teachers (n = 430) in schools in the Biyagama educational division, Gampaha district, Sri Lanka. The data collection was done using a self-administered questionnaire, which consisted of validated tools such as the WHO-5 Well-being Index, World Health Organization Quality of Life BREF (WHOQOL-BREF), and the Norman and Minnesota Satisfaction Questionnaire. Ethical clearance was obtained from the Ethics Review Committee of the Faculty of Medical Sciences, University of Sri Jayewardenepura. Results Three hundred and twelve teachers participated in the study (response rate = 72.6%). The mean well-being score was 66.63 (SD ± 18.22) with 46.2% of teachers reporting a good level of well-being. Well-being significantly differed by age group and whether a family member had a chronic illness (p < 0.05). The WHOQOL-BREF mean scores for overall QOL and satisfaction with health were (3.61 ± 0.708) and (3.82 ± 0.717), respectively. The highest mean QOL domain score was in social relationships (68.75 ± 15.86), while the environmental domain had the lowest (61.63 ± 13.47). Nearly half (51.6%) of the participants reported a high degree of job satisfaction. Job satisfaction was significantly associated with religion, family members having chronic illness, and prior training in online teaching (p < 0.05). Conclusions Despite the challenges of the pandemic, many school teachers maintained moderate well-being and QOL, and a high level of job satisfaction. Supportive measures, including training for online education and psychosocial interventions, are recommended to enhance teacher well-being and job satisfaction in the face of ongoing or future disruptions.