Prevalence of hypertension and its associated factors among public school teachers in Obuasi East Municipality, Ghana

Hypertension is a major global public health concern, with its burden steadily increasing in developing countries, including Ghana. School teachers are at increased risk due to occupational stress, sedentary behaviour, and lifestyle factors, yet their hypertension status remains understudied. This study investigated the prevalence of hypertension and associated factors among public school teachers in Obuasi East Municipality, Ghana. This study employed a cross-sectional design involving 419 teachers from 47 public schools in the municipality, recruited between January 27, 2025, and March 14, 2025. Data from participants were collected using a structured questionnaire adapted from the WHO STEPwise approach to chronic disease risk factor surveillance. Data analysis was performed using Stata version 15.0. Descriptive analysis was conducted to summarise the data in frequency, percentage, mean, and standard deviation. Logistic regression analysis was conducted to identify factors associated with hypertension at a 5% significance level. The prevalence of stage 1 and 2 hypertension was 33.89% and 19.81%, respectively. Approximately 24.82% of participants were unaware that they were hypertensive before the study. Older age ≥ 50 years (reference group: < 50 years; aOR = 3.37, 95% CI: 1.17–9.72), alcohol consumption more than once a week (aOR = 9.55, 95% CI: 1.2–76.1), being diabetic (aOR = 9.15, 95% CI: 1.0–80.8), and overweight or obese (aOR = 1.76, 95% CI: 1.09–2.84) were significantly associated with hypertension among public school teachers. The prevalence of hypertension among public school teachers in Obuasi East Municipality was high and closer to the national prevalence, with many undiagnosed cases. School-based interventions, including health education, lifestyle modification, and regular screenings targeting modifiable risk factors, specifically alcohol and obesity, are urgently needed. Integrating these initiatives into occupational health policies can foster a supportive environment where teachers prioritise their health and well-being.