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Background: Food security and eating behaviours are critical determinants of health and psychological well-being, particularly among teachers whose productivity and effectiveness directly impact educational outcomes.
Objective: This study examined the relationship between food security, eating behaviours, and psychological well-being among basic school teachers in the La Nkwantanang Madina Municipality, Accra.
Methodology: A cross-sectional study was conducted involving 115 teachers selected through stratified random sampling. Data were collected using standard questionnaires assessing socio-demographics, food security, eating behaviours (Three-Factor Eating Questionnaire), psychological distress (Kessler-10), burnout (Copenhagen Burnout Inventory), and sleep hygiene (Sleep hygiene Index).
Key findings: Majority of the participants were married (66.1%) and had a tertiary education (97.4%). Over 70% were food secure and demonstrated good sleep hygiene (93%). Emotional eating was the most prevalent eating behaviour and showed a significant association with psychological distress (p = 0.005). Restrained eating and cognitive restraint were linked to reduced burnout (p = 0.040; p = 0.041). About 25.2% of participants experienced psychological distress, while 100% reported high client-based burnout. Food security was significantly associated with healthier eating patterns (p < 0.05) but not with sleep hygiene.
The findings suggest that food security enhances healthier eating patterns and improved psychological well-being. Interventions to strengthen food access, promote healthy dietary practices, and enhance teachers’ mental health are necessary to support teachers’ well-being and educational effectiveness in Ghana.
Keywords:
Food security, eating behaviours, psychological well-being, teachers, burnout