Association between school EPA status† and teachers’ well-being at work, stratified by school level
| % | Primary school teachers | % | Lower secondary school teachers | |||
| Unadjusted OR (95% CI) | Adjusted‡ OR (95% CI) | Unadjusted OR (95% CI) | Adjusted‡ OR (95% CI) | |||
| Perceived job satisfaction (‘not satisfied at all ‘ / ’ not satisfied ‘vs’ rather satisfied’/ ‘very satisfied’) | ||||||
| Non-EPA | 20.1 | 1.00 (ref) | 1.00 (ref) | 20.1 | 1.00 (ref) | 1.00 (ref) |
| EPA | 20.1 | 1.05 (0.68 to 1.62) | 0.97 (0.59 to 1.59) | 18.6 | 0.91 (0.53 to 1.55) | 0.74 (0.39 to 1.42) |
| Perceived job difficulty (‘more and more difficult’ vs ‘neither more nor less difficult’/‘less and less difficult’) | ||||||
| Non-EPA | 61.3 | 1.00 (ref) | 1.00 (ref) | 57.1 | 1.00 (ref) | 1.00 (ref) |
| EPA | 56.2 | 0.81 (0.57 to 1.16) | 1.00 (0.65 to 1.54) | 53.9 | 0.88 (0.57 to 1.34) | 0.90 (0.54 to 1.49) |
| High emotional exhaustion§ (tertile 3 vs tertiles 1–2) | ||||||
| Non-EPA | 38.0 | 1.00 (ref) | 1.00 (ref) | 36.1 | 1.00 (ref) | 1.00 (ref) |
| EPA | 37.9 | 1.00 (0.69 to 1.43) | 1.02 (0.67 to 1.56) | 31.8 | 0.82 (0.53 to 1.28) | 0.96 (0.56 to 1.66) |
| High depersonalisation§ (tertile 3 vs tertiles 1–2) | ||||||
| Non-EPA | 23.0 | 1.00 (ref) | 1.00 (ref) | 34.4 | 1.00 (ref) | 1.00 (ref) |
| EPA | 30.5 | 1.47* (1.00 to 2.17) | 1.49 (0.97 to 2.30) | 35.3 | 1.04 (0.67 to 1.61) | 1.06 (0.83 to 1.74) |
| Low personal accomplishment§ (tertile 1 vs tertiles 2–3) | ||||||
| Non-EPA | 27.1 | 1.00 (ref) | 1.00 (ref) | 38.0 | 1.00 (ref) | 1.00 (ref) |
| EPA | 31.6 | 1.24 (0.85 to 1.82) | 1.17 (0.77 to 1.79) | 31.5 | 0.75 (0.48 to 1.17) | 0.69 (0.42 to 1.13) |
ORs and 95% CIs from logistic regression models.
*P<0.05.
†‘Education Priority Area (EPA)’ is an administrative classification of the French Ministry of Education and was used to define low-SES schools.
‡Model adjusted for age, sex and family status and the following work-related characteristics: type of contract (full vs part-time), number of students per class, weekly working time, travel time to work (≤15 min; 16–44 min; and ≥45 min), psychosocial risk factors (scores of psychological demand, decision latitude and social support) measured through the Karasek Job Content Questionnaire, psychological violence at work according to Leymann’s definition, school size (≤199, 200–599 and ≥600 students) and school location (urban, suburban and rural areas).
§The scores for the three burnout dimensions as measured using the Maslach Burnout Inventory were dichotomised using the following tertiles: tertile 3 versus tertiles 1–2 for the emotional exhaustion and depersonalisation dimensions and tertile 1 versus tertiles 2–3 for the personal accomplishment dimension.
SES, socioeconomic status.