Post-Pandemic Transition and Teacher Well-Being: A Study of Mental Health, Sleep, and Quality of Life in Delhi

Abstract

Background: The COVID-19 pandemic significantly disrupted educational systems globally, forcing educators to transition rapidly from traditional classroom settings to digital platforms. With the gradual return to offline teaching, the psychological and physiological toll of this transition on educators remains underexplored.

Objective: This study investigates the mental health status, sleep quality, and quality of life (QoL) of educators in Delhi during the shift from online to offline teaching following the COVID-19 pandemic.

Methods: A cross-sectional survey was conducted among 78 school and university educators aged 30–50 years in Delhi. Standardized tools—Depression, Anxiety and Stress Scale (DASS-21), Pittsburgh Sleep Quality Index (PSQI), and the Quality of Life Enjoyment and Satisfaction Questionnaire-Short Form (Q-LES-Q-SF)—were employed.

Results: The findings revealed moderate levels of depression (M = 13.94), low anxiety (M = 2.44), and low stress (M = 1.88). Sleep quality was poor (PSQI global score M = 7.55), and QoL was average (Q-LES-Q-SF score M = 65.24%). A statistically significant positive correlation was observed between mental health and QoL (r = 0.349, p = 0.002), while no significant association was found between mental health and sleep quality or between sleep quality and QoL.

Conclusion: Mental health challenges among educators post-pandemic correlate with diminished QoL, although sleep quality appears independently affected. There is a pressing need for systemic support and occupational health interventions to ensure educator well-being.