Volume 22, Issue 3 (10-2026)
J Health Syst Res 2026, 22(3): 494-500 |
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Research code: 24028
Ethics code: IR.MUI.NUREMA.REC.1402.086
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Samouei R, Amini-Rarani M, Kahi M. Exploring the Relationship between Social Apathy and Lifestyle among High School Teachers in Isfahan, Iran. J Health Syst Res 2026; 22 (3) :494-500
URL: http://hsr.mui.ac.ir/article-1-1946-en.html
URL: http://hsr.mui.ac.ir/article-1-1946-en.html
1- Assistant Professor, Department of Disaster and Emergencies Health, School of Management and Medical Information Sciences AND Social Determinants of Health Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
2- Associate Professor, Social Determinants of Health Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
3- PhD Student, Student Research Committee AND Department of Health and Social Welfare, School of Management and Medical Information Sciences, Isfahan University of Medical Sciences, Isfahan, Iran
2- Associate Professor, Social Determinants of Health Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
3- PhD Student, Student Research Committee AND Department of Health and Social Welfare, School of Management and Medical Information Sciences, Isfahan University of Medical Sciences, Isfahan, Iran
Abstract: (4 Views)
Background: Social apathy presents a significant challenge to political and social engagement, manifesting as indifference toward social, political, and cultural events. This lack of concern adversely affects teachers' performance. Adapting and enhancing teachers' lifestyles provides effective, socially beneficial, and low-cost strategies to reduce apathy. Therefore, this study aims to examine the relationship between social apathy and the lifestyles of high school teachers in Isfahan, Iran.
Methods: This cross-sectional study was conducted among high school teachers in Isfahan in 1403. A total of 267 teachers were selected using a stratified sampling method proportional to the study's requirements. Data were collected using a researcher-designed 20-item Social Apathy Questionnaire (Cronbach's alpha = 0.749) and a 47-item LSQ Lifestyle Questionnaire (Cronbach's alpha = 0.718). The collected data were analyzed using a stepwise regression.
Findings: The study identified four key lifestyle dimensions as the strongest predictors of social apathy among high school teachers in Isfahan: social health (P < 0.001), accident prevention (P = 0.001), spiritual health (P = 0.004), and sports and wellness (P = 0.027).
Conclusion: Social apathy among teachers negatively impacts their interactions with students. Education authorities must identify the factors contributing to this issue and implement measures to address them. Promoting lifestyle modifications and enhancing social well-being are essential strategies for reducing social apathy among teachers and improving their overall health.
Methods: This cross-sectional study was conducted among high school teachers in Isfahan in 1403. A total of 267 teachers were selected using a stratified sampling method proportional to the study's requirements. Data were collected using a researcher-designed 20-item Social Apathy Questionnaire (Cronbach's alpha = 0.749) and a 47-item LSQ Lifestyle Questionnaire (Cronbach's alpha = 0.718). The collected data were analyzed using a stepwise regression.
Findings: The study identified four key lifestyle dimensions as the strongest predictors of social apathy among high school teachers in Isfahan: social health (P < 0.001), accident prevention (P = 0.001), spiritual health (P = 0.004), and sports and wellness (P = 0.027).
Conclusion: Social apathy among teachers negatively impacts their interactions with students. Education authorities must identify the factors contributing to this issue and implement measures to address them. Promoting lifestyle modifications and enhancing social well-being are essential strategies for reducing social apathy among teachers and improving their overall health.
Type of Study: Research |
Subject:
health Psychology
Received: 2024/12/17 | Accepted: 2025/09/27 | Published: 2026/10/7
Received: 2024/12/17 | Accepted: 2025/09/27 | Published: 2026/10/7
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