Abstract
This research report investigated the prevalence and factors associated with self-medication among teachers in South Africa, specifically during the COVID-19 pandemic. Self-medication refers to the use of medicines without a prescription to treat self-recognised symptoms or disorders for relief or psychological stability. The research revolved around the Self-Medication Hypothesis (SMH), proposing that people opt for medications to alleviate distress. This applies to both over-the-counter drugs and off-the-shelf remedies that don't require a prescription. The research aimed to determine if and how the pandemic affected the teacher’s self-medication practices.
The research used a quantitative research approach and a positivist stance to establish causal relationships using numerical data. A questionnaire was used to collect data from a sample of teachers (n=51). The hypotheses proposed a high prevalence of self-medication among teachers during the pandemic, with physical distress and cost-effectiveness being significant factors. The research question focused on the association between the pandemic and teachers' self-medication practices.
The findings indicated that a significant proportion of teachers practised self-medication before the pandemic, suggesting a pre-existing trend of self-treating minor ailments. This aligns with the theory of the Self-Medication Hypothesis, which suggests that teachers may have used self-medication to cope with psychological distress. Surprisingly, there was no significant increase in self-medication during the pandemic, suggesting that teachers may have explored alternative healthcare options or prioritised their health differently. Headaches and pain relief were identified as major contributors to self-medication practices, supporting the idea of seeking temporary relief from distressing symptoms.
Availability, convenience and cost-effectiveness influenced teachers' self-medication practices. However, some teachers discontinued self-medication due to high costs during the
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pandemic, challenging the notion that cost-effectiveness consistently drives self-medication. The research recognises limitations in sample representativeness and the influence of other pandemic-related factors. Further research is needed to understand self-medication practices among South African teachers and the factors influencing their behaviour more comprehensively.
Keywords: Self-medication, Teachers, COVID-19 Pandemic, Prevalence and Factors, South Africa