SYMPTOMS OF ANXIETY AND DEPRESSION IN HIGHER EDUCATION TEACHERS

Abstract

Teaching in higher education is associated with administrative overload, pressure for productivity, and the intrusion of academic space into private life, generating a scenario of psychological vulnerability, anxiety, and depression with direct impacts on the teaching-learning process. This study aimed to identify symptoms of anxiety and depression among higher education teachers. This is an integrative literature review, conducted using the Scientific Electronic Library Online and Nursing Databases. After applying the inclusion and exclusion criteria, 12 studies were considered suitable for the final sample. The included results addressed, directly or indirectly, symptoms of anxiety and depression in higher education teachers, highlighting associated factors, impacts on mental health, repercussions on professional performance and quality of life, as well as coping strategies and interventions aimed at promoting the mental health of these professionals. It is concluded that teacher anxiety and depression stem from various factors, predominantly affecting women due to their double workload. However, when addressing coping strategies, self-care strategies are not sufficient, making it necessary to implement measures such as flexible work schedules, ongoing psychological support, and a review of academic goal systems.