Abstract. Introduction. Anxiety symptoms have a particular importance among teachers as it could affect students’ well-being as well as their academic performance. That susceptibility of teachers to higher prevalence of anxiety was related to several determinants including work conditions. The aim of this survey was to study work condition and the prevalence of anxiety symptoms among teachers in South Tunisian schools. Methods. We conducted an observational, cross-sectional study among a representative sample of teachers working at public primary, middle and high schools in the governorate of Sfax, Southern Tunisia during the 2020-2021 school-year. Results. Overall, 525 school teachers (55.6% of them women) accepted to respond to the questionnaire and were recruited for the study analysis. There were 292. According to the educational institution’s type, 256 teachers (48.8%) worked at high schools. 176 teachers (33.5%) reporting problems with their students,197 (37.5%) agreed that material conditions were poor, 210 (40%) agreed that environmental conditions were poor, and 226 (43%) perceived that their workplace was safe. Besides, 207 teachers (39.4%) strongly disagreed that they were well paid. Anxiety symptoms were noted among 156 teachers (29.7%). Female gender (p < 0.001), his tory of chronic disease (p < 0.001), poor material conditions (p = 0.013) were independently associated with higher prevalence of anxiety symptoms. Besides, agreeing that workplace is safe (p = 0.017) was independently associated with lower prevalence of anxiety among teachers. Conclusion. High level of anxiety as well as specific demographic and occupational factors associated with anxiety were observed in the present sample of teachers. These factors should be considered as part of the overall management of anxiety among teachers.

Key words: anxiety, school, teachers, workplace

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