Association Between Prolonged Standing Duration and Pain Severity Among School Teachers with Plantar Fasciitis: A Cross-Sectional Study
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Background: Plantar fasciitis is a common cause of plantar heel pain and functional limitation, particularly among occupational groups exposed to prolonged standing. School teachers frequently stand for extended periods during lectures, classroom supervision, and routine academic activities, which may increase mechanical loading on the plantar fascia and aggravate symptoms. Objective: To determine the association between daily standing duration and plantar fasciitis-related pain and disability among school teachers. Methods: This cross-sectional study included 136 school teachers from Lahore, Pakistan. Participants aged 25–40 years with at least six months of teaching experience were recruited using non-probability convenience sampling. Plantar fasciitis was clinically screened using the Windlass Test. Demographic and occupational data were collected using a structured questionnaire, and pain/disability severity was assessed using the Plantar Fasciitis Pain/Disability Scale. Data were analyzed using SPSS version 26. Pearson correlation analysis examined the relationship between daily standing duration and PFPS score, with statistical significance set at p < 0.05. Results: The mean age of participants was 32.29 ± 4.61 years, and 98 participants (72.1%) were female. Mean standing duration was 7.15 ± 1.77 hours/day, and mean PFPS score was 56.01 ± 10.72. Moderate pain was reported by 105 participants (77.2%), while 28 participants (20.6%) reported severe pain. Standing duration showed a strong positive correlation with PFPS score (r = 0.849, 95% CI: 0.794–0.890; p < 0.001). Conclusion: Longer daily standing duration was strongly associated with greater plantar fasciitis-related pain and disability among school teachers. Occupational modifications, scheduled rest breaks, ergonomic strategies, footwear guidance, and physiotherapy education may help reduce symptom burden
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