Keywords
Stress Management
Workload
Work Stress
Work Environment
Well-Being
How to Cite
Abstract
This research explores how school teachers manage their stress and looks at the relationships between workload, workplace stress, work environment, stress management techniques, and wellbeing. Using a multi-stage stratified random selection technique, in this quantitative cross-sectional research, 384 educators from private as well as public educational institutions were selected at random. The researchers used a structured, standardised questionnaire that was modified from established tools to fit the educational setting. The reliability, descriptive statistics, and factor loadings of the primary data were examined using SPSS, the variables were examined using AMOS's (SEM) and (CFA) to evaluate the hypothesised relationships. The device accurately assessed workload, according to the measurement model, which has high validity and reliability, job stress, stress management, work environment, and well-being. The findings showed that a heavier workload considerably increases job stress, which has a detrimental impact on teachers' general wellbeing. Effective stress management techniques lessen the negative impacts of stress on wellbeing, according to mediation analysis, whereas supportive work settings enhance the benefits of stress management techniques, according to moderation analysis. From the research findings, it is evident that there are organizational and work-related factors that affect stress levels among teachers. Consequently, it is essential that various measures be adopted to ensure wellness within an organization, creation of an enabling learning environment, provision of stress management, equitable distribution of workload, and good school leadership.
References
1. Acosta-enriquez, B. G., Huamaní-jordan, O., & Morales-angaspilco, J. E. (2025). The mediating role of work stress and the performance expectations in the effect of academic overload on the use of AI models among preservice teachers : a cross-sectional study.
2. Ahmad, I., Gul, R., & Kashif, M. (2022). HUMAN ARENAS A Qualitative Study of Workplace Factors Causing Stress Among University Teachers and Coping Strategies. Human Arenas, 0123456789. https://doi.org/10.1007/s42087-022-00302-w
3. Alegre, E. M., & Labajo, J. K. M. (2023). The Impact of Work Stress on the Psychological Well-being of Public Elementary School Teachers. 10(2), 719–727.
4. Arbia, G., Carbone, A., Stanzione, I., & Szpunar, G. (2023). education sciences The Work-Related Stress and Well-Being of Teachers — An Exploratory Study within Primary Schools in Italy.
5. Azlina, N., Mat, N., & Surat, S. (2024). The relationship between emotional intelligence and work stress on the quality of primary school teachers in ayer keroh , Melaka. 2(1), 9–33.
6. da Silva, Claudiele C M, Beretta, Victor S, Gil, Fernanda S, Delfino, Leandro D, Leite, Enrique G F, Ferrari, Gerson, Tebar, William R, & Christofaro, Diego G D. (2024). High workload is related to lower quality of life in public school teachers: A cross-sectional study. WORK, 77(3), 1023–1029. https://doi.org/10.3233/WOR-230187
7. Edikpa, Edith Chika, Igabari, Queen E, Ede, Moses Onyemaechi, Amoke, Chijioke V, Manafa, Ifeyinwa, Nweze, Celestina Adaeze, Okoro, Ifeanyichukwu, & Okereke, Innocent. (2025). Testing the Impact of School-Based Intervention on Work Stress Among Mathematics Teachers and School Administrators. Psychological Reports, 00332941251323243. https://doi.org/10.1177/00332941251323243
8. Fitriyanti, E., Retnowati, R., & Suhardi, E. (2025). Stress Management as The Main Strategy in Improving Teachers ’ Work Effectiveness. 14(3), 575–587.
9. Heckendorf, H., & Lehr, D. (2025). Efficacy of a Web-Based Stress Management Intervention for Beginning Teachers on Reducing Stress and Mechanisms of Change : Randomized Controlled Trial Corresponding Author : 27. https://doi.org/10.2196/58475
10. Liao, J., & Wang, X. (2023). The Effect of Work Stress on the Well-Being of Primary and Secondary School Teachers in China.
11. Minihan, E., Adamis, D., Dunleavy, M., Martin, A., Gavin, B., & Mcnicholas, F. (2022). International Journal of Educational Research Open COVID-19 related occupational stress in teachers in Ireland. International Journal of Educational Research Open, 3(December 2021), 100114. https://doi.org/10.1016/j.ijedro.2021.100114
12. Supriyanto, N., Lian, B., & Kesumawati, N. (2022). Effect of Work Stress and Workload on Teacher’s Performance. 7(2), 819–829.
13. Wang, X., Gao, Y., & Wang, Q. (2024). Relationships between Self-Efficacy and Teachers ’ Well-Being in Middle School English Teachers : The Mediating Role of Teaching Satisfaction and Resilience.
14. Zhang, X., Guo, J., Ma, L. I., Xu, R., Wang, J., & Yang, Y. (2023). TEACHER STRESS AMONG PUBLIC PRIMARY AND SECONDARY SCHOOLTEACHERS IN DATONG , A CITY OF SHANXI PROVINCE , CHINA : ASSOCIATION BETWEEN TEACHER STRESS AND STANDARDIZED WORKLOAD. 36(2), 161–176.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2026 South India Journal of Social Sciences