Exploring Stress Levels and Blood Pressure Correlation Among School Teachers: A Comparative Study Of Hypertensive and Non-Hypertensive Individuals

Abstract

Background & Objectives

Occupational stress among educators is a growing public health concern, frequently linked to adverse cardiovascular outcomes, including hypertension. This study aimed to assess and compare stress levels among hypertensive and non-hypertensive school teachers, investigate the direct relationship between blood pressure (BP) and stress scores, and identify key socio-demographic predictors influencing both conditions.

Methods

Methods: A comparative cross-sectional study was conducted among 400 school teachers from selected schools in District Basti, eastern Uttar Pradesh. Participants were selected using purposive sampling. Data were collected using a demographic questionnaire, standardized digital blood-pressure measurement, and a 30-item stress questionnaire. Descriptive statistics, independent-samples t-test, chi-square test, correlation, multiple linear regression, and binary logistic regression were used. Statistical significance was set at p < 0.05.

Results

Of the 400 teachers, 263 (65.7%) were hypertensive and 137 (34.3%) were non-hypertensive. Most participants had moderate stress (95.8%). Hypertensive teachers had significantly higher mean stress scores (72.38 ± 10.12) than non-hypertensive teachers (67.77 ± 9.87; t = 4.43, p < 0.001). Stress score had a moderate positive correlation with systolic blood pressure (r = 0.42, p < 0.001) and diastolic blood pressure (r = 0.36, p < 0.001). Ageand gender were significant predictors of stress score. Age and teaching experience were significant predictors of hypertension. However, categorized stress level was not significantly associated with hypertension status (p = 0.854).

Conclusion

Hypertensive school teachers had significantly greater stress scores, and higher stress was associated with higher systolic and diastolic blood pressure. Regular blood-pressure screening, stress-management programmes, and teacher-wellness initiatives are recommended to promote cardiovascular and psychological health among school teachers.