班主任工作平衡

This study explores the effects of digital competence, work-life balance, and transformational leadership on teacher productivity, with job satisfaction as a mediating variable, focusing on high school and vocational school teachers in Balige District, Toba Regency. Employing a quantitative explanatory approach, data were collected through a structured questionnaire using a Likert scale from 186 teachers and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that digital competence significantly enhances both job satisfaction and teacher productivity, with job satisfaction mediating this relationship. Similarly, work-life balance positively influences job satisfaction, which subsequently boosts productivity, though its direct effect on productivity was found insignificant. Conversely, transformational leadership does not have a direct or mediated influence on teacher productivity, suggesting potential contextual or cultural limitations in its application in rural settings. This research highlights the critical importance of fostering digital competence through targeted training and infrastructure development, as well as implementing policies that promote work-life balance to enhance teacher satisfaction and performance. The mediating role of job satisfaction underscores its centrality in translating individual and institutional factors into tangible productivity gains. While transformational leadership showed limited impact, it calls for further investigation into alternative leadership styles or enhanced alignment with rural educational contexts. This study offers valuable insights for policymakers and educational administrators seeking to improve teacher productivity and education quality in resource-constrained environments. Future research should address additional factors such as administrative support and community involvement to provide a more holistic understanding of productivity drivers in rural schools.

The quality of teacher performance is very important today because it directly impacts student learning outcomes and the success of overall educational goals. Ensuring teachers receive support and continuous development is key to maintaining high educational standards. Therefore, this study aims to analyze the influence of workload and perceived organizational support (POS) on teacher performance mediated by work-life balance (WLB). To gather data for this study, which employs an explanatory quantitative methodology, 185 elementary and high school teachers in Malang City were given an online questionnaire. Data analysis was processed using the Structural Equation Modelling (SEM) technique with SmartPLS software. The findings revealed that workload did not affect WLB and teacher performance. POS affected WLB and teacher performance, and WLB influenced teacher performance. Meanwhile, workload does not affect teacher performance through WLB, but WLB can mediate the influence of POS on teacher performance. These findings show that to improve teacher performance, schools must focus more on increasing perceived organizational support rather than workload. Perceived organizational support can improve work-life balance and overall performance. Workload should be managed through policies that ensure balanced distribution and institutional support. Schools and policymakers must provide flexible work arrangements and professional development to enhance work-life balance and teacher performance.

The relationship between teacher stress and performance was investigated in this study to determine the mediating effect of work-life balance. The research employed a non-experimental quantitative design, including mediation analysis and descriptive-correlational techniques. Stratified sampling was employed to select 300 public school teachers from the Island Garden City of Samal. Three sets of modified and standardized survey questionnaires were used to collect data from the intended respondents. The mean, Pearson r, Sobel Z test, and regression analysis were utilized to analyze the data. The findings indicated that teacher stress was low, teacher performance was very high, and work-life balance was high. Performance was significantly negatively correlated with teacher stress. In addition, there was a substantial correlation between teacher stress and work-life balance and between work-life balance and teacher performance among teachers. Additionally, the findings indicate that the relationship between teacher stress and performance is partially mediated by work-life balance. This suggests that the inclusion of work-life balance mitigated the prior direct impact of teacher stress on teacher performance. Improving work-life balance can directly impact teachers' efficacy in the classroom. Teachers capable of effectively managing tension and maintaining a healthy work-life balance report feeling content with their positions.

Purpose: This study aims to analyze the effect of work-life balance on teacher performance at SD IT Al-Khattaaby. The main focus of this study is how the balance between professional and personal life can improve teaching effectiveness and teacher welfare. Methodology: This study uses a quantitative approach with a survey method. Data were collected through an online questionnaire filled out by 30 teachers, and analyzed using multiple linear regression to test the relationship between work-life balance and teacher performance. Results: The findings show a significant positive relationship between work-life balance and teacher performance. Regression analysis shows that every one-unit increase in work-life balance is correlated with an increase in teacher performance of 0.959. Findings: Work-life balance has been shown to play an important role in increasing teacher motivation, job satisfaction, and engagement in the work environment. Novelty and Originality: This study contributes to the academic literature by examining the relationship between work-life balance and teacher performance in the context of Islamic education in Indonesia, an area that remains under-explored in global studies. Conclusion: Schools need to develop policies that support work-life balance, such as flexible working hours and teacher well-being programs, to improve performance sustainably. Type of Paper: Research Article

Teacher-coachers utilize a variety of time management strategies, which directly influence their success in sports events. This highlights the importance of understanding time management within physical education. This study evaluated the time management skills of teacher-coaches and its relationship to their work-life balance. It also explored how demographic factors—age, sex, civil status, length of service, income, and academic specialization—affect these aspects. A descriptive-comparative and correlational research design was employed. Data were gathered from 43 teacher-coaches, selected through stratified random sampling, using validated questionnaires. Statistical analyses, including means, t-tests, and Pearson's r, were used to analyze the data. The study found that teacher-coaches generally demonstrated strong time planning and positive time management attitudes. Time-wasting behaviors were reported at moderate to low levels. Work-life balance was generally perceived as low across most demographic categories. Social competence and academic performance were rated highly, except in relation to family structure. Notably, a significant positive correlation was found between time management skills and work-life balance. Based on these results, it is recommended that school administrators prioritize programs to improve teacher-coaches' time management and work-life balance. Implementing a time management matrix for all staff and empowering administrative officers to streamline tasks can help teacher-coaches focus on essential priorities, thereby enhancing their well-being and effectiveness.

Introduction This study examines the complex interconnections between work-life balance elements, stress levels, emotional intelligence, and teacher effectiveness, contextualised within the Conservation of Resources (COR) paradigm. The research examines the impact of resource conservation and emotional regulation on performance, emphasising stress levels as a mediator and emotional intelligence as a moderator. Methods A quantitative methodology was utilised, involving data collection from 300 educators in Zhengzhou, China, and analysis by Structural Equation Modelling using Smart-PLS. The findings indicated substantial direct and indirect correlations. Results Social support availability (SSA) exhibited a substantial direct effect on stress levels (T = 4.648, P = 0.000), whereas work environment harmony (WM) and SSA notably affected teacher performance (T = 2.099, P = 0.036; T = 2.626, P = 0.009). Mediation analysis indicated complete mediation for AFP ⃙ SL ⃙ TP (H3, T = 3.021, P = 0.003) and complementing partial mediation for SSA ⃙ SL ⃙ TP (H4, T = 2.574, P = 0.010). Moderation analysis revealed that emotional intelligence substantially mitigated the effect of stress on teacher performance (H11, T = 4.129, P = 0.000). Discussion These findings expand COR theory by associating resource conservation with emotional intelligence, providing theoretical insights and practical recommendations for developing supportive settings that improve teacher performance. Educational officials in Zhengzhou are urged to create interventions aimed at reducing stress and enhancing emotional intelligence to attain sustained improvements in teacher performance.

This study aims to analyze the influence of work-life balance on the performance of integrated islamic primary school teachers. Teacher performance is measured based on five indicators: work quality, timeliness, initiative, ability, and communication. Work-life balance in this study encompasses three indicators: time balance, involvement balance, and satisfaction balance. The research employs a quantitative method with a correlational approach. The total sampling technique was applied due to the relatively small population of 16 teachers, enabling comprehensive data collection. This sampling technique ensures that all population characteristics are fully represented without the need for random sample selection. Consequently, this method reduces the potential for bias in respondent selection and enhances research result accuracy. Data was collected through structured questionnaires and analyzed using SPSS 29. The research findings reveal that work-life balance contributes to teacher performance with a determination coefficient of 35%. This means that 35% of teacher performance variability can be explained by work-life balance, while other factors likely influence the remaining 65%. The study emphasizes the importance of work-life balance in improving teacher performance. Therefore, schools are recommended to develop policies that support work-life balance, including better workload management, schedule flexibility, and teacher welfare programs. Further studies with a larger sample size are necessary to obtain more representative and comprehensive results.

This study aims to analyze the mediating role of work motivation in the influence of the work environment and work-life balance on the performance of teachers and employees. The research was conducted at SMK Santa Monika Sungai Raya using a quantitative approach and survey method. Data were collected through questionnaires distributed to teachers and employees and then analyzed using WarpPLS-based Structural Equation Modeling (SEM). The research results show that the work environment and work-life balance have a positive and significant effect on motivation, with path coefficients of 0.493 (p = 0.001) and 0.501 (p < 0.001), respectively. The work environment also has a significant effect on performance (β = 0.438; p = 0.004). This research also indicates a weak significance for the mediating role of the motivation variable (β = 0.229; p = 0.092). In this mediation model, it was found that work-life balance does not have a direct effect on performance (β = 0.183; p = 0.148).

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The education sector is increasingly recognizing the significance of teachers' well-being and the impact of a healthy work-life balance on organizational success. This study focused on identifying factors influencing the quality of Work-Life Balance (WLB) among secondary school teachers in 14 schools in Gingoog City Division. The research employed a sequential explanatory mixed-method approach, gathering both numerical and qualitative data from 283 teachers. The results indicated that millennial educators reported the highest satisfaction, tested at 0.05 level, with their WLB, followed by Generation X, Gen Z, and Boomer teachers. The study identified six key factors influencing WLB, with career progression emerging as a common predictor across all generations. Additionally, financial condition was a significant factor for boomers, autonomy and financial condition for Generation X teachers, financial condition and technological literacy for millennial teachers, and technological literacy, social support, and autonomy for Gen Z teachers. The research also unveiled facilitating factors such as work-life balance principles, workload management strategies, preferences for school support systems, and self-care practices. Conversely, hindering factors included workload pressures and time management challenges, difficulties in the work environment, and frustrations related to DepEd policies. Based on these findings, a Teachers Wellness Program is proposed to be incorporated in the Enhanced School Improvement Plan (ESIP) to promote the WLB of teachers across different generational cohorts.

Objectives The purpose of this study was The structural impact relationship between the variables of daycare center organizational culture, work-life balance, and job satisfaction that affect the happiness of infant teacher was analyzed, and through this, a plan to increase the happiness of infant class teachers was suggested, and important basic data to improve the professionalism of infant teacher and their relationship with infants were provided. Methods As the subject of the study, a survey was conducted on 400 infant teacher working in daycare centers, and structural model analysis and mediating effect analysis using phantom variables were conducted. Results According to the main findings, first, work-life balance, job satisfaction, and happiness were all significantly positively correlated with group culture, development culture, hierarchical culture, and rational culture. This means that the higher the group culture, development culture, hierarchical culture, and rational culture of daycare centers, the higher the work-life balance, the higher the job satisfaction, and the higher the happiness of infant teacher. Second, as a result of analyzing the structural relationship between work-life balance and job satisfaction in the impact of each type of organizational culture on happiness, it was found that group culture, development culture, hierarchical culture, and rational culture affect happiness by mediating the work-life balance of infant teacher. Additionally, it was discovered that work-life balance and job satisfaction were twofold influenced by the relationship between the four types of organizational culture and happiness. However, it was discovered that hierarchical culture did not directly affect happiness, whereas group culture, development culture, and rational culture had a direct impact on happiness. Conclusions The study found that work-life balance and job satisfaction are important variables in the relationship between the type of organizational culture and happiness of infant teacher. In particular, hierarchical culture does not directly affect the happiness of infant teacher, but it indirectly increases happiness through work-life balance and job satisfaction, indicating that work-life balance and job satisfaction are particularly important for infant teachers' happiness.

This basic aim of this study to explore the experiences on work life balance of female teachers who are currently serving at private university. The study used the convenience sampling techniques and semi structure interview conducted from 11 participants. For the analysis of interview data thematic analysis used for this study with the help of Nvivo 11 plus. Based on thematic analysis six themes emerged; Understanding of work life balance, Demands, Social support on WLB, Challenges of WLB, Consequences of WLB and Coping up Strategies and Techniques of WLB. The results indicates that female teacher has understanding of work life balance as division of time and resources among the home and work responsibilities. Working women plays multiple role as mothers and family roles therefore they face conflicts of roles. They face different challenges reported in this study include parenting, marital, emergencies and lack of family support. They discussed different coping up strategies in this study includes early planning, effective time management, hiring domestic helpers and giving up the personal life to attain WLB. The participant of the study also highlighted the consequences of WLB.

This study aims to analyze the influence of Work-life Balance and Work Engagement on the performance of civil servant teachers of public junior high schools in Sekayu District, and to examine the role of Psychological Capital as a moderating variable. The study used a quantitative approach with a survey method, where all civil servant teachers of public junior high schools in Sekayu District were sampled through a census technique. Data were collected using a questionnaire compiled and explained using Structural Equation Modeling. The results showed that Work-life Balance had a positive and significant effect on teacher performance. Work Engagement was also proven to have a positive and significant effect in improving performance. However, Psychological Capital did not have a significant effect in moderating the relationship between Work-life Balance and teacher performance. Conversely, Psychological Capital had a significant effect by strengthening the relationship between Work Engagement and performance. These findings highlight the importance of role balance, Work Engagement, and Psychological Capital in supporting teacher performance achievement.

Background: AI integration in Early Childhood Education (ECE) has introduced a novel and underexplored dimension of emotional labor for early childhood teachers the additional affective demands of performing professionally while simultaneously navigating AI tools, AI-driven assessments, and AI-mediated communication systems. Left unaddressed, these AI-augmented emotional demands may accelerate compassion fatigue and drive teacher attrition from the ECE sector. Objective: The present study examined the conditional indirect effect of AI-augmented emotional labor on teacher retention intention through compassion fatigue, with work-life balance as a first-stage moderator (Hayes PROCESS Model 7), among ECE teachers in Punjab and Islamabad, Pakistan. Methods: Grounded in Emotional Labor Theory (Hochschild, 1983), Conservation of Resources Theory (Hobfoll, 1989), and Job Demands-Resources Theory (Bakker & Demerouti, 2007), the study employed a quantitative cross-sectional survey design with a multistage random sample of 362 ECE teachers. Hayes PROCESS Macro Model 7 with 5,000-iteration bootstrapped confidence intervals was deployed for analysis. Results: All five hypotheses were confirmed. AI-augmented emotional labor significantly and positively predicted compassion fatigue (β = .47), which negatively predicted teacher retention intention (β = −.49). Compassion fatigue significantly mediated this relationship (indirect effect = −.19, CI [−.30, −.10]). Work-life balance significantly moderated the emotional labor → compassion fatigue path. The conditional indirect effect was significant at all three moderator levels with progressive attenuation at higher work-life balance. Conclusion: AI-augmented emotional labor constitutes a significant occupational risk for ECE teacher retention through its effect on compassion fatigue. Work-life balance buffers this harmful chain, offering ECE administrators and policymakers an actionable intervention lever for reducing AI-related teacher attrition in Pakistan and comparable developing country contexts.

This study examined the influence of self-efficacy, career aspirations, and work-life balance on the longevity of public school elementary teachers in the Division of Camarines Sur during the School Year 2024-2025. A descriptive-correlational design was employed, with data collected from 375 teachers using a researcher-made questionnaire, supplemented by unstructured interviews, and analyzed through Weighted Mean, Pearson Product-Moment Correlation Coefficient, and Coefficient of Determination. The study concluded that teachers’ confidence in their professional abilities, motivation for personal and professional growth, and capacity to manage work-life demands significantly supported their long-term engagement in teaching. Strong commitment, professional fit, social connections, and personal investment further reinforced teacher longevity. The results confirmed that self-efficacy, career aspirations, and work-life balance exert substantial influence on teacher retention, demonstrating that both intrinsic motivation and institutional support are essential in sustaining teachers in public schools. Based on these conclusions, policy recommendations were proposed to strengthen support systems, enhance professional development opportunities, and promote work-life balance initiatives to ensure teacher longevity.

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Educators are performing four-fold functions in the college such as research, instruction, extension, and production. The teaching job is demanding so as with their personal life thus, the work and life’s symmetry is one among the higher education challenges. Hence, this study identifies satisfaction with work, symmetry of life and work, and the synergy between the involved elements among educators of the College of Teacher Education. The data was gathered through adopted questionnaires. The researcher used quantitative research, particularly descriptive correlation. Respondents were 42 personnel from the College of Teachers Education in one of the state universities in the region. The employees in college were happy with their work. It suggests that continued efforts to improve educators' satisfaction might be strengthened to achieve more than what they expect. They agreed that there is a balance of work and life where among the indicators, personal life fulfillment, work satisfaction, and happiness contributed the most. This indicates that work-life balance has room for improvement, particularly in giving time and opportunity for educators to de-stress, minimize the work brought home, limit stress, nurture loyalty, and enhance the working environment. The study also reveals that satisfaction with work and equilibrium in work and life have a strong relationship.

Every teacher must be able to manage their time effectively, set priorities, and concentrate on productivity since they have the oath to uphold their vocation. To be able to define the roles and duties, the research aims to explore the challenges experienced by teachers who are also parents, and how it affects their work-life balance, in order to propose an enhancement program to address these issues. A qualitative research design using a phenomenological approach was employed, with five (5) teacher-parents chosen through purposive sampling. Codes and themes were used in the study. Based on the focus group discussion, three themes emerged: time management, priority and focus, and the impact of productivity. To improve teachers' ability to strike a work-life balance and improve their performance and participation in upholding the school's objectives for the success of the students, school leaders must offer training and seminars. This study has provided a platform for teachers to understand and practice the importance of work-life balance to maintain their effectiveness in both roles. Teachers need to strive for a healthy balance between their professional and personal lives to be successful. Additionally, the researchers have designed an enhancement program to facilitate the teachers' time management and prioritize their tasks for work-life balance.

Objectives: Based on the previous statement, this study aims to examine and analyze the effect of work-life balance, work discipline, and work environment on teacher job satisfaction and teacher performance. The population of this study were elementary school teachers in Tegowanu District. The number of samples in total is 69 respondents. Methodology: The sampling technique used is simple random sampling. The data analysis technique used is PLS-SEM (Partial Least Square-Structural Equation Model) analysis. Research data processing using Smartpls 3.0 tools was conducted. Findings: In accordance with the results above, it shows the results of the direct influence test where the majority have a P-Values value of less than (0.05) meaning that it has the influence of endogenous variables on exogenous variables. However, some are not affected because they have a P-Values value greater than (0.05).Conclusion: Based on the results of the study, it was found that work-life balance had an effect on teacher performance with a P-Value of (0.03). Work discipline has no effect on teacher performance with a P-Value of (0.090). The work environment has an effect on teacher performance with a P-Values of (0.41). Teacher performance has an effect on job satisfaction with P-Values (0.000). Work-life balance has an effect on job satisfaction which is mediated by teacher performance with a P-Value of (0.014). Work discipline has no effect on job satisfaction which is mediated by teacher performance with a P-Value of (0.098)

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This research aimed to identify whether improvement in working conditions, children’s classroom behavior and work-life balance can lower teacher burnout ratio in Pakistan’s special schools by using techniques such as emotions regulation. The researcher employed a quantitative research methodology to fulfill the research’s purpose. The data for this research was collected using a questionnaire-based instrument. The confirmatory factor analysis and structural equation modeling techniques were used to test the construct validity and underlying structural relationships. The findings demonstrated that the impacts of all three variables are significant in reducing job burnout in teachers. Emotional regulation helps decrease the impact of working conditions and the children’s behavior. Nevertheless, it does not aid work-life balance as it requires other techniques of emotional regulation. The research is significant as it highlights the importance of overall working conditions’ improvement for teachers working with special needs children. The improvements are essential because the teachers must take extra effort and emotions into their job compared to a typical teacher. The researcher has highlighted the key finding, implications and limitations of this research besides suggesting directions for future research to facilitate peer researchers.

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In recent years, work-life balance and job satisfaction have become critical factors in educational research, concerning their impact on teacher performance. Novice high school teachers in Shenzhen, China, face significant stress and work demands, making it essential to understand how these factors influence their effectiveness. This study aims to examine the effects of work-life balance and job satisfaction on the performance of novice teachers in Shenzhen high schools and to identify whether job satisfaction acts as a mediating variable in this relationship. Using a quantitative research approach, data were collected from a sample of 400 teachers through a structured questionnaire and analyzed using Structural Equation Modeling (SEM) path analysis. The findings reveal that work-life balance has a significant positive impact on teacher performance, both directly and indirectly through job satisfaction, with job satisfaction serving as an essential mediator in this relationship. These results highlight the importance of fostering work-life balance to enhance teacher satisfaction and effectiveness, particularly in high-pressure educational settings. This study contributes to the literature by providing localized insights into the factors that influence novice teachers’ performance in urban China and offers practical recommendations for educational administrators to support teacher retention and improve student outcomes.

This study aims to analyze the effect of work-life balance, Compensation, and engagement on the performance of high school teachers in the South Tangerang area. The Collected data by sending questionnaires to 113 high school teachers in the South Tangerang area. This research uses quantitative methods and SmartPLS 3.0 software to evaluate the outer and inner models. This study leads to the conclusion that work-life balance improves teacher performance.Teacher performance improves as a result of Compensation.Teacher performance improves when employees are engaged.

This study aims to determine the influence of compensation and work-life balance on teacher loyalty at public elementary schools in Samarinda Kota District. This research employed a quantitative approach with a sample of 93 respondents consisting of ASN (civil servant) and non-ASN teachers from SDN 005, SDN 006, SDN 007, and SDN 011 in Samarinda Kota District. Data collection was conducted through the distribution of questionnaires. The independent variables in this study were compensation (X1) and work-life balance (X2), while the dependent variable was teacher loyalty (Y). Data analysis involved validity and reliability tests, classical assumption tests, multiple linear regression analysis, t-tests, F-tests for model feasibility (Goodness of Fit), and the coefficient of determination test (R²). The results showed that both compensation and work-life balance have a positive influence on teacher loyalty. Improvements in fair compensation and the creation of a balance between work and personal life can enhance teachers' loyalty to their respective schools. The Goodness of Fit test indicated that the regression model used in this study met the feasibility criteria and was significant, making it appropriate for predicting teacher loyalty in public elementary schools in Samarinda Kota District.

Understanding demographic profiles allows educational institutions to design targeted support programs that consider the specific needs and challenges faced by the teaching workforce. Ultimately, the study explored the significant relationships between these work-life balance factors namely work, family, personal, and health along with the teacher-respondents’ demographic profiles for informed strategies. Many teachers are in their prime working years, balancing both professional responsibilities and personal life demands. A notable gender imbalance exists in the teaching profession, with a higher percentage of female teachers compared to males. Many teachers hold at least a Bachelor’s degree, with a portion pursuing or having completed Master’s degrees which affects salary grades. A considerable number of teachers with experience is indicating a relatively young workforce. The majority of teachers are married, which can affect their work-life balance as they juggle family responsibilities alongside their professional duties. Synthesizing demographic profiles of public teachers through point biserial correlation coefficient reveals critical insights into their characteristics regarding work-life balance. The age is not significant when it comes to work, personal and family indicators but exhibits significance to health. Gender, civil status and educational attainment on the other hand shows being not significant work, personal, family and health. Salary grade is important to personal indicators only. Length of service indicates significance for family and health factors. Addressing these factors strategically through wellness programs for productive ageing can lead to improved outcomes for educational industry. The demographic profiles can help identify the needs, priorities and availabilities of public teachers through proper consultation. Build strong relationships and create healthy environment among stakeholders regardless of demographics supported by a comprehensive action plan.

This study investigates to determine the instructional supervision and work-life balance as determinants of teacher commitment to change of secondary public high school teachers in the Mati Division of Davao Oriental. A total of 300 teachers participated through random sampling, with data collected via three research questionnaires. Using a non-experimental, quantitative, and descriptive correlational research design. Even though planning and preparation may be improved, the results show that students are quite satisfied with instructional supervision, especially when it comes to feedback and evaluation. Although it is still difficult for work to interfere with personal life, teachers reported a solid work-life balance that is backed by workplace performance and satisfaction. Work-life balance, teacher commitment to change, and instructional supervision were shown to be significantly correlated. This suggests that these elements are important for promoting adaptability and that resolving work-life issues could further enhance engagement. It is recommended that administrators should focus on enhancing planning and preparation in instructional supervision and addressing work-life conflicts to further support teachers’ flexibility and engagement that would eventually beneficial for teachers and students. Future researchers should explore additional factors influencing teacher commitment to change and develop strategies to strengthen the relationship between work-life balance and professional growth.

This study examined the relationship between financial literacy, work-life balance, and teacher performance in the Pangantucan West District during the 2023-2024 academic year. Financial literacy was assessed through financial knowledge, behavior, and attitude, while work-life balance focused on time management and overall balance. Teacher performance was measured using the Individual Performance Commitment and Review Form (IPCRF). Descriptive statistics, correlation analysis, and regression analysis were utilized. The results showed high financial literacy among teachers, with financial knowledge scoring the highest. However, financial behavior revealed challenges in debt management and overspending. Work-life balance was moderately high, though time management scored lower. Teacher performance was rated “Very Satisfactory” overall. Correlation analysis indicated no significant relationships between financial literacy, work-life balance, and performance. Regression analysis, however, identified time management as a positive predictor and financial behavior as a negative predictor of performance. The findings emphasize the need for interventions such as financial literacy programs, wellness initiatives, and time management training to support teachers in overcoming challenges. Addressing these areas can enhance teacher well-being, professional effectiveness, and educational outcomes.

Summary This phenomenological study explored the work-life balance strategies of teachers in the Magallanes South District, Sorsogon Province, and their impact on personal well-being and professional effectiveness. Through qualitative data gathered via interviews and focus groups, the research revealed that while teachers recognize the vital importance of work-life balance and employ various strategies to achieve it, they face significant challenges, including workload pressures, stress, and limited institutional support. The study found that effective strategies positively influence teachers' well-being and effectiveness; however, substantial challenges persist. A proposed program focused on self-awareness, boundary setting, and institutional support aims to address these concerns. Recommendations include providing training, opportunities for self-care, and improved alignment of teacher assignments with expertise. This research highlighted the critical link between teacher well-being and educational effectiveness, advocating for institutional prioritization of teacher support. The phenomenological research, conducted in the Magallanes South District of Schools Division Office of Sorsogon Province during the 2023-2024 school year, sought to understand the lived experiences of teachers as they navigate the complex demands of their profession and their personal lives. The study was rooted in the understanding that a healthy work-life balance is not just a luxury, but an essential ingredient for teacher well-being and optimal performance. Through in-depth interviews and focus group discussions, teachers shared their unique challenges, perspectives, and coping mechanisms. The research aimed to answer key questions: How do teachers perceive work-life balance? What strategies do they use to maintain it? How do these strategies affect their well-being and effectiveness? What obstacles do they face, and how can schools better support them? Lastly, what program could be proposed to address these concerns? The study revealed that teachers generally recognize work-life balance not just important, but crucial for fostering positive relationships, job satisfaction, and sustained well-being. The strategies they employ are diverse, ranging from setting clear boundaries and prioritizing tasks to actively practicing self-care and seeking support from family and colleagues. However, the path to balance is not without its obstacles. Overwhelming workloads, intense stress, emotional fatigue, and a lack of adequate institutional support often stand on the way. While schools do offer some support through task assistance, resource sharing, and stress management programs, significant gaps in institutional support remain evident. The good news is, that the study confirmed that effective work-life balance strategies positively impact teachers' personal well-being and professional effectiveness by reducing stress, promoting better health, and boosting their motivation. When teachers feel balanced, they are better equipped to thrive both inside and outside the classroom. The study concluded with several recommendations. These include providing teachers with training on effective work-life balance techniques, creating opportunities for self-care and professional growth, and ensuring access to expert guidance. Schools are urged to adopt the proposed program, prioritize teacher well-being, and carefully align teacher assignments with their expertise. Furthermore, the research calls for future studies to explore innovative approaches to fostering work-life balance and evaluate the long-term impact of such programs on teachers’ effectiveness and overall well-being. This research underscored a critical point: investing in teachers' well-being is not just a matter of compassion but a matter of educational effectiveness. By supporting teachers in achieving a healthy work-life balance, we are not only improving their lives but also creating a more positive and effective learning environment for all. This research work provides a valuable roadmap for schools and policymakers to prioritize teachers well-being and create a sustainable and fulfilling profession for those who dedicate their lives to shaping the next generation.

This study examined the work-life balance of elementary Master Teacher I in Bayugan City, Philippines, focusing on their personal and professional life balance, determining differences across demographic profiles, and proposing a training program to enhance their well-being. Utilizing a descriptive correlational research design, the study explored key dimensions of work-life balance, including flexibility, self-care, support systems, instructional responsibilities, and administrative workload. The research involved 51 Master Teachers selected through stratified random sampling and used a validated questionnaire based on the Teacher Work-Life Balance Scale (TWLBS). The study revealed that Master Teachers generally experience satisfactory work-life balance. They benefit from flexible work arrangements; however, challenges in managing workload persist. While self-care practices are present, they are not consistently prioritized. Institutional support plays a crucial role in enhancing their overall well-being. The analysis showed no significant differences in work-life balance across various factors such as generational groups, educational attainment, training participation, research productivity, and involvement in demonstration teaching. However, tenure emerged as a significant factor influencing perceived flexibility, with more experienced educators demonstrating greater adaptability in managing professional responsibilities. The study highlighted the importance of institutional interventions, professional development, and workload management strategies in fostering a sustainable work-life balance among educators

This study evaluated the influence of work environment, engagement, and work-life balance on employee motivation. This study used a quantitative approach and involved 150 respondents. According to multiple linear regression data analysis, work environment, work engagement, and work-life balance affect teacher work motivation. Among the three, work engagement has the most significant impact on motivation to work. Work engagement plays a vital role in teachers' emotional and cognitive involvement in their work, making them feel more connected and enthusiastic about completing the tasks given. Teachers with high levels of work engagement tend to be more proactive, responsible, and satisfied with their work. This creates higher work enthusiasm and improves the quality of teaching. In addition, a conducive work environment, both physically and non-physically, also increases teacher motivation. A supportive workplace, with adequate facilities, a harmonious work atmosphere, and good social relationships between coworkers, can make work more productive and enjoyable. In addition, it has been proven that maintaining a balance between personal and work life is essential in reducing stress and increasing employee satisfaction. If educators can maintain this balance, they feel healthier and better prepared to face challenges in the workplace. Policies supporting these three components can positively impact achieving educational goals and increasing work motivation. Schools should create a supportive work environment, increase employee engagement through training and rewards, and create policies that support work-life balance.

Background and Aim: Balancing professional and parental responsibilities is a growing concern for many online educators, especially those raising young children. While remote teaching offers flexibility, Filipino online ESL teachers continue to face unique challenges in managing their dual roles, an area that remains underexplored. The study aimed to examine the work-life balance of ESL teacher-parents by exploring their parenting and teaching roles, challenges, coping strategies, and sources of motivation across Luzon, Visayas, and Mindanao. Materials and Methods: This qualitative multiple case study involved 10 female ESL teacher-parents. Guided by Merriam’s (1998) model, data were collected through online interviews and analyzed using coding, category development, and interpretation. Results: Findings revealed that teacher-parents performed their professional duties by showing dedication, managing student behavior, and fostering student engagement. As parents, they maximized time with their children, shared responsibilities, and adopted parenting styles. To navigate roles, they maintained consistent teaching schedules, utilized flexible work hours, and set boundaries. Challenges included child-related interruptions, emotional strain, financial stress, sleep deprivation, and limited personal time. They addressed these through time planning, emotional support, backup plans, budgeting, and self-care. They were motivated by family, earnings, flexibility, and fulfillment. Conclusion: It was concluded that they use a variety of strategies, shared or personal, to manage their roles despite challenges, emphasizing the need for support and flexibility.

This study aims to analyze the influence of organizational climate and work-life balance on the performance of SMPN 1 Petasia teachers in North Morowali Regency. The background of this research is based on the importance of the role of teachers as the main actors in improving the quality of education, whose performance is influenced by internal and external factors. A conducive organizational climate and work-life balance are seen as two important variables that can affect teachers' productivity and professionalism. This study uses a quantitative approach with the type of associative research. The sample of 40 teachers was determined through saturated sampling techniques. Data collection was carried out through questionnaires, observations, interviews, and documentation. Data analysis used multiple linear regression with F test, t-test, and determination coefficient. The results of the study show that the organizational climate and work-life balance simultaneously have a positive and significant effect on teacher performance. Partially, both variables also make a positive contribution, where the organizational climate supports the creation of a productive work environment, and the work-life balance maintains motivation and consistency in the implementation of tasks. These findings provide important implications for school and local government policymaking in supporting the professionalism of educators through strengthening organizational aspects and individual welfare.

Student learning satisfaction is a significant indicator of success in the educational process. As learning facilitators, educators play an essential role in fostering a conducive academic environment. This study examines the influence of responsible leadership and work-life balance among teaching staff in enhancing student learning satisfaction. Responsible leadership, which highlights the principles of social responsibility and ethics, significantly impacts the quality of teacher-student interactions. Work-life balance enables teachers to carry out their duties effectively without undue stress. This study used a quantitative approach through a survey of 200 students. This study's findings indicate a significant relationship between responsible leadership and student learning satisfaction. Teachers who apply responsible leadership principles, such as transparency, ethics, and concern for student welfare, can create better relationships with students. Responsible leadership facilitates more effective communication between teachers and students and creates a sense of security and emotional support, ultimately contributing to increased learning satisfaction. In addition, the study's results also revealed that work-life balance positively impacts the quality of students' learning experiences. Teachers who can balance their personal and professional lives tend to be more focused, less stressed, and more ready to give their full attention to students. This study shows that teachers who balance work and personal life have higher levels of job satisfaction, which is reflected in how they manage their classes and interactions with students. Teachers who are more satisfied with their work-life balance are able to create a more positive atmosphere, which can increase student learning satisfaction.

Teacher job satisfaction remains a central determinant of instructional quality and retention in secondary education, particularly within Uganda’s growing private school sector. This study examined the relationship between work-life balance provisions and teachers’ job satisfaction in private secondary schools in Mukono District, Uganda. The study was guided by four specific objectives: to determine the relationship between work-family balance, work-faith balance, work-health balance, and work-training balance, and teachers’ job satisfaction. A descriptive correlational research design under a quantitative approach was employed to establish the strength and direction of associations among these variables. The study involved 80 participants, including teachers and head teachers, selected from four private secondary schools in Mukono District through purposive and random sampling techniques. Data were collected using structured questionnaires and analysed using descriptive statistics and Spearman’s rank correlation with the aid of SPSS software. The findings revealed that work-family and work-health balance had strong and statistically significant positive relationships with teachers’ job satisfaction, while work-faith balance showed a moderate but significant positive relationship. Work-training balance exhibited a very strong and significant positive relationship with teachers’ job satisfaction. These results suggest that improved work-life balance provisions enhance teachers’ well-being, motivation, and performance. The study concludes that equitable workload distribution, institutional respect for personal and faith commitments, health promotion, and professional development are key to fostering teacher satisfaction and retention. Strengthening these provisions can ultimately improve teaching quality and educational outcomes in private secondary schools in Mukono District.

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This study aimed to analyze the needs of elementary and secondary school teachers for preventing and recovering from burnout. A total of 412 elementary, middle, and high school teachers in Chungnam Province participated in an online survey. The Borich Needs Assessment Model and the Locus for Focus Model were employed to analyze the responses for elementary and secondary school teachers separately. The results indicated that “loss of teacher authority and infringement of teachers’ rights” and “students' negative attitudes in class” were identified as top priorities for burnout prevention and recovery among both groups of elementary and secondary school teachers. Additionally, “excessive administrative work,” “students' emotional difficulties,” “parental complaints or uncooperative attitudes,” and “teaching load” were recognized as high-priority areas, although their order of priority varied between school levels. Specifically, elementary school teachers ranked “students' emotional difficulties” as the third priority, while secondary school teachers ranked “excessive administrative work” as the third priority. Conversely, personal factors such as “lack of expertise in teaching (or work)” and “difficulty in regulating one's emotions” were identified as low-priority areas for addressing burnout in both groups of teachers. These findings have implications for developing strategies to support elementary and secondary teachers in preventing and recovering from burnout.

This research investigates the effectiveness of AI generative ChatGPT as a teacher assistant to reduce workload and prevent burnout in secondary schools. Lesson planning and content development were significant contributors to teacher burnout. In response, ChatGPT was tested with tailored queries for English, science, and math subjects, utilising an explanatory research approach to assess ChatGPT’s capabilities in personalised planning and content development, given that there is limited available information around this topic. The study highlights ChatGPT’s benefits in personalised planning through task-specific prompts and AI-human collaboration. Aligned with UAE’s AI integration objectives, the study emphasises balanced use and educational reform potential. Integrating AI tools optimises teacher planning, enhances instructional support, and refines resource allocation, contributing to AI’s academic potential while stressing burnout mitigation’s importance for educational advancement.

Job burnout is a natural trait caused by an excessively heavy workload, both physically and emotionally. Job burnout can be experienced by anyone, including teachers as the spearhead in the world of education. One example is a mismatched teacher who teaches more than one subject. A mismatched teacher is a teacher who teaches a subject that does not match his/her academic qualifications. The main task of a mismatched teacher is basically teaching students in class, but additional non-teaching tasks often overshadow the teacher's daily life, including being a homeroom teacher, extracurricular instructor, madrasah quality development team, competition instructor, IT team, and madrasah activity committee. This study aims to analyze the mismatch of academic qualifications and additional non-teaching tasks that affect teacher job burnout in madrasahs. This study uses a case study method with a descriptive qualitative approach. The selected respondents were five mismatched teachers who were given additional non-teaching tasks. Data analysis used the Miles and Huberman model and data triangulation. Based on the results of the study, factors that influence job burnout are subject mismatch, high workload, lack of self-appreciation, and a less supportive work environment. An adaptive attitude and high self-efficacy are needed so that teaching and learning activities can be more meaningful.

The relevance of searching for psychological resources to maintain professional engagement and prevent emotional burnout is determined by the high workload and stressful working conditions of modern teachers. The purpose of this study was (1) to identify regulatory resources of teacher involvement and (2) to consider them as a way for the teachers to be protected against burnout depending on life satisfaction and length of service. The study sample consisted of secondary-school teachers from Moscow, Moscow region and Kaluga ( N = 142, aged = 44,61±12,29; average length of service = 19,62 ± 12,73), divided into three groups: average length of service = 0-5 years ( N = 21, aged = 27,5±6,64), average length of service = 5-20 years ( N = 52; aged = 38.35 ± 8.23); and 20 and older (n = 69, aged = 54.7 ± 6.7). The diagnostic tools included: The Utrecht Work Engagement Scale (UWES) ; The Maslach Burnout Inventory (MBI) ; The Satisfaction with Life Scale (SWLS) ; and V.I. Morosanova’s Questionnaire of Self-Regulation Style of Behavior, SSMS-2020 . The authors found positive relationships between engagement and conscious self-regulation of goal achievement, satisfaction and professional performance, but negative relationships with burnout symptoms. It has been shown that the level of engagement and satisfaction do not depend on length of service, in contrast to manifestations of burnout and regulatory resources, which differ among teachers with different lengths of service. For the first time, the meta-resource role of self-regulation has been demonstrated, the development of which makes a significant contribution to all components of engagement. Teachers with different lengths of service use different regulatory resources to maintain it, depending on the meaningful tasks of their professional activity. Life satisfaction is especially important at the initial stage of work at school, while low burnout is a condition for high involvement for teachers with medium and long experience. The obtained results are discussed in the context of the resource approach, as well as practical technologies for maintaining engagement and reducing burnout in teachers.

As burnout affects teachers’ health and well-being, as well as their teaching understanding interventions beneficial for prevention is crucial. In this study, we explored possible predictors of the decrease in the dimensions of burnout (emotional exhaustion, physical fatigue, cognitive weariness) after the HAND: ET intervention. We used following predictors: teachers’ experience (professional experience and previous experience of activities supporting emotional competencies) and baseline emotional competencies (self-awareness (operationalised as mindfulness), and self-management (operationalised as emotional self-efficacy)). We used data gathered from the Shirom−Melamed Burnout Questionnaire, the Mindful Attention Awareness Scale, the Emotional Self-Efficacy Scale, and a set of demographic questions in a Slovene sample of in-service teachers (N = 185). Teachers’ experiences were not significant predictors of a decrease in any of the dimension of burnout, while baseline emotional competencies, were significant predictors of emotional exhaustion. The findings support the universal nature of the HAND: ET intervention as well as the importance of continuous support for teachers’ emotional competencies.

Highlights Public health relevance—How does this work relate to a public health issue? Teacher burnout represents a growing public health concern, with implications for teachers’ occupational health, education quality, and student outcomes. The study examines how the COVID-19 pandemic intensified pre-existing psychosocial risks in school settings, emphasizing the role of contextual job resources in mitigating teacher burnout. Public health significance—Why is this work of significance to public health? By using longitudinal data with a pre-pandemic baseline, this research provides robust evidence on how teacher burnout indicators developed over time, addressing a critical gap in predominantly cross-sectional public health research. The findings identify organizational climate and perceived personal accomplishment as key protective factors, informing prevention-oriented approaches to occupational mental health. Public health implications—What are the key implications or messages for practitioners, policy makers, and/or researchers in public health? Our results underscore the need to prioritize organizational-level interventions, such as supportive leadership, social support structures, and professional development, to mitigate teacher burnout and promote sustainable working conditions. The study highlights the value of longitudinal and context-sensitive designs, supporting the inclusion of positive organizational resources as central components of public health strategies targeting work-related stress. Abstract Teacher occupational health is a critical issue worldwide that COVID-19 has worsened. While previous research has highlighted the impact of chronic work-related stress and limited personal resources on burnout, much of this research relies on cross-sectional data that do not capture how these effects develop over time. Additionally, the role of positive organizational factors remains underexplored. Our study examined burnout trajectories among 101 Portuguese elementary teachers (94.1% women, M = 46.03 years, 85.6% enrollment rate) over five data collection points spanning the 1st and 2nd COVID-19 waves (2019–2021) and investigated the impact of organizational climate on teacher burnout indicators. Main work-related stressors were identified through an open-ended question. Trajectories of occupational stress and burnout were analyzed using independent ANOVAs, and moderation analyses tested the relationship between organizational climate, occupational stress, and burnout indicators. Results showed a significant drop in perceived personal accomplishment during the first lockdown. Key stressors included greater job demands and more strained interpersonal relationships. Organizational climate significantly moderated the effect of work-related stress on emotional exhaustion, while having a positive main effect on personal accomplishment. This research contributes to a strengthened theoretical understanding of burnout as a dynamic, context-sensitive process, offering new empirical evidence, especially in underrepresented educational systems like Portugal. It emphasizes the importance of addressing contextual factors when working to reduce teacher burnout. Rethinking professional development and workplace relationships is essential for supporting teachers’ occupational health in today’s uncertain educational environments.

The article presents the results of a study of the psycho-emotional aspect of professional burnout among comprehensive school teachers in a situation of global socially induced stress. Primary school teachers demonstrate more positive indicators of subjective well-being, which is associated with the holistic nature of their work. Subject teachers constitute a risk group for the development of depersonalisation and experience less satisfaction from professional interaction. The results indicate the necessity of a differentiated approach to burnout prevention, taking into account job responsibilities.

Despite the benefits of mentoring programs, numerous studies have revealed that traditional mentorship programs often encounter difficulties and fail to meet the needs of all educators, resulting in teacher burnout and reduced opportunities for professional excellence. (Gobena, 2022, Monir and Amin, 2018). These challenges include unclear expectations for mentees, a lack of motivation among mentors, limited feedback exchange and poor-quality guidance. Indeed, educators may be reluctant to provide constructive criticism because they are worried about projecting a positive image or being completely open about the current state of the mentoring relationship. Micro-credentials exhibit significant promise with the rise of professional learning strategies for educators. Micro-credentialing and mentorship models together set a learning course that is personalized, relevant, result-oriented, unbiased, scalable, and flexible (Almond, 2020). Therefore, to fulfill the study’s aim, conventional mentorship challenges are addressed to illuminate a transformative change in the hybrid digital mentorship model program and micro-credentialing via Moodle practiced in the contemporary world. A mixed-method design is employed to explore the depth and diversity of experiences. The quantitative data is collected from 50 male and female participants across different colleges and universities in Muscat using the 5-Likert type scale questionnaire, focusing on the following key dimensions: perceptions of micro-credentials, quality of digital mentorship, the usability of Moodle, professional excellence, and burnout prevention. Additionally, the qualitative data consists of open-ended responses, which investigate the mentors’ and mentees’ views on the most vital concerns of mentoring for the effectiveness of the practices. The researchers provided the Participants with an information sheet detailing the study’s purpose, voluntary participation, and assurance of confidentiality and anonymity. This study contributes to the understanding of digital mentorship dynamics and the utilization of collaboration platforms and communication tools to provide insights for enhancing mentorship practices and outcomes via micro-credentialing.  

This study aims to identify combinations of job demands and resources that may cause or prevent elementary school teachers' burnout based on the Job Demands-Resources model. In the research model, conditions representing job demands include student-centered instructional planning, stress due to subject teaching, parental cooperation activities, and stress due to complaints raised by parents, and conditions for job resources includes teachers' decision-making authority, professional learning communities (PLCs), principal leadership, and trust with parents. Using data from “Korean Teacher Longitudinal Study: Elementary School Teacher(Ⅲ)”, this study applied qualitative comparative analysis (QCA) to explore combinations of job demands and resources explaining teachers' burnout. Important findings are as follows. First, stress due to complaints raised by parents were shown as a major condition that contributes to teacher burnout. Also, the combinations including the absence of principal leadership or PLCs or trust with parents, and the combinations including the absence of student-centered instructional planning also led to burnout. On the other hand, the combinations including the absence of stress due to subject teaching, and the combinations including the existence of PLCs led to the prevention of teacher burnout. Lastly, the absence of stress due to complaints raised by parents was identified as an important condition in preventing emotional exhaustion which is the sub-component of burnout. In conclusion, the findings suggest the need for: (1) developing response strategies for complaints from parents, (2) creating supportive environments for student-centered instructional planning, and (3) providing policy support to strengthen cooperation and trust among educational stakeholders.

Objectives This study was conducted to find out the effect of group counseling using the Metaverse platform on teacher's psychological burnout compared to face-to-face group counseling. Methods With 43 teachers who teach Korean to foreign language learners at universities located in Seoul and Gyeonggi. The study aimed to measure their levels of psychological burnout and assess their willingness to participate in group counseling. Initially, a pre-test using a psychological burnout scale was administered to six group members who wished to participate in group counseling in a metaverse environment and six members who preferred face-to-face group counseling. The homogeneity of the two groups was examined. Following the implementation of a prevention program with the same content, the changes in psychological burnout for each group were examined using independent samples t-tests, and the differences in counseling methods between the two groups were statistically analyzed using both parametric and non-parametric tests. Results Both the metaverse group and the face-to-face group showed statistically significant reductions in psychological burnout after the implementation of the program. The changes in burnout between the two groups did not exhibit statistically significant differences based on counseling methods. Conclusions This results is considered significant for future group counseling scenarios in terms of expecting positive outcomes from counseling sessions utilizing the metaverse platform. The research obtained results confirming the effectiveness of group counseling using the metaverse platform and enhancing the trustworthiness of counseling in the metaverse. Additionally, through interviews with participants involved in the metaverse counseling, positive opinions regarding the new counseling approach were identified. Therefore, this study is considered meaningful in anticipating the counseling outcomes using the metaverse platform in group counseling settings.

The aim of this study is to examine the role of psychoeducation in preventing burnout among Hungarian teachers. Psychoeducation is a structured method of delivering professional information, combining elements of education, cognitive-behavioral therapy, and grouptherapy, with the goal of developing coping strategies to maintain health and ensure therapeutic collaboration. As part of the research, a 30-hour training program was developed and implemented with two groups, consisting of kindergarten and special education teachers (N=35). The core components of the training included self-awareness exercises, autogenic training techniques, and conflict management strategies. Changes in participants' burnout levels, psychological immune systems, coping methods, and perceived social support were assessed using pre- and post-training questionnaires (Maslach Burnout Inventory Educator Survey (MBI-ES), Oláh’s Psychological Immune System Survey, Coping Methods Questionnaire, MOS SSS-H Social Support Questionnaire, and Mental Health Test). A significant reduction in burnout was observed. The findings support previous research indicating that psychoeducation can effectively reduce stress and burnout, though its effectiveness may depend on various factors, such as the length and intensity of the program, as well as participants' motivation and commitment. Future research should involve larger sample sizes and longitudinal designs to assess the long-term benefits of psychoeducational interventions more accurately for teacher burnout.

Teachers’ well-being, including burnout, impacts the stress and well-being of students. Understanding the development of burnout requires not only an examination of stressors, but also a consideration of personality factors. While teachers are subject to many pressures in their profession, they have personalities that make them more or less vulnerable. Our research with 470 secondary school teachers reveals four distinct negative affectivity profiles. Our results show that negative affectivity (tendency to feel depression, anxiety, or stress) plays a role in the development of burnout. However, while teachers with a more anxious profile experience greater emotional exhaustion, those with a depressive profile have more difficulty developing a strong sense of personal accomplishment. The findings highlight the need to take into account the various facets of negative affectivity, particularly in order to be able to propose prevention and intervention approaches adapted to these specific profiles.

The article is devoted to the study of resilience as a factor in preventing emotional burnout among teachers working in distance learning environments. The transition to distance learning requires not only mastering new technologies, but also restructuring familiar approaches to teaching, communicating with students, and organising the educational process. This experience has shown that flexibility and readiness for change are key skills in today’s world. At the same time, such intensive adaptation is associated with high emotional stress, which can lead to professional burnout. The relevance and novelty of the study lie in the fact that the analysis of resilience as a factor influencing the emotional burnout of teachers in the context of online learning corresponds to the current challenges of education and has practical significance for its prevention. Resilience and vitality are interrelated concepts, but the former involves actively overcoming difficulties, while the latter involves the ability to maintain inner balance under stressful conditions. The inclusion of these characteristics in the study provided a deeper understanding of the mechanisms for counteracting professional burnout. It has been established that distance learning has both advantages (flexibility, time savings) and problems (decreased student motivation, increased workload). Adaptation to the online format has helped reduce stress levels, but professional burnout remains a pressing issue. Resilience reduces burnout, although its average score among most participants indicates a need for further development. Resilience helps teachers not only to overcome stress, but also to find internal resources for professional and personal growth. Regular work on awareness of one's own emotions, development of self-regulation skills, and seeking support in the professional environment contribute to maintaining motivation and energy.

In the context of a modern educational system undergoing constant reforms and transformations, the issue of professional burnout among educators is becoming increasingly relevant. This article was dedicated to a comprehensive study of the relationship between teachers’ salary levels and the degree of their professional burnout. The growing workload, high expectations from administration, parents, and society, as well as the need for continuous professional development and adaptation to digital technologies, significantly intensify stress-inducing factors in teachers’ professional activities. Against this backdrop, the role of material factors-particularly salary level-in the development and progression of burnout syndrome becomes especially critical. The purpose of this article was to thoroughly examine the correlation between teachers’ wages and the level of their professional burnout, as well as to identify the influence of financial factors on teachers’ psycho-emotional state, motivation, and professional effectiveness. The study employed methods such as analysis and synthesis of scientific literature, sociological surveys (questionnaires), interviews, and statistical analysis. The research yielded significant findings that confirm a stable correlation between teachers’ salary levels and the degree of their professional burnout. More than 70% of surveyed teachers reported low salary levels; correlation analysis revealed a direct dependence between the level of financial remuneration and the severity of burnout symptoms. It was also found that motivation for professional activity and job satisfaction are influenced not only by salary, but also by other factors. The results of this study have both practical and theoretical value and can be used by various categories of specialists and institutions in the field of education and human resource management: school administrators, educational authorities, researchers, university lecturers and graduate students, psychologists, and burnout prevention specialists

Introduction. The article examines the problem of professional burnout of modern teachers. The aim of the study is to identify predictors of professional burnout among educators. Materials and Methods. The theoretical and methodological basis for the study is N. E. Vodopyanova’s conception of resource support for counteracting the professional burnout. In order to achieve the research goal, the authors used theoretical (analysis, comparison, generalization, systematization) and empirical (testing) methods, methods of statistical information processing. The field study involved 839 teachers (aged 45.8 years, with S = 12.5), of which 795 were female and 44 were male. The participants are teachers of urban and rural schools in 5 federal districts. The average work experience of the participants is 20.7 years with S = 13.5. The participants were divided into two contrast groups based on measures of severity of emotional burnout according to V. V. Boyko’s ‘Emotional burnout questionnaire’. Results. The authors obtained the following results: - analyzed and summarized studies of Russian and foreign scientists on the issues of teachers’ professional burnout, as well as factors that contribute to and impede the development of professional burnout. - the empirical results of the study are presented: seven factors that can be considered as predictors of professional burnout. Based on the analysis of the research results, the factor structure of the teacher’s personality was determined, with a tendency to professional burnout. Conclusions. Based on the results obtained, predictors of professional burnout of teachers were identified, which will determine the targets for prevention.

In China, burnout is common among kindergarten, primary, and secondary school teachers. Previous studies have demonstrated that professional identity positively affects the prevention of burnout among teachers. However, studies on the mediating mechanisms behind and the moderating factors affecting this relationship remain scarce. In this study, the mediating role of work engagement as well as the moderating roles of self-efficacy and perceived organizational support in these relationships was examined. A total of 3,147 kindergarten, primary, and secondary school teachers completed self-reported questionnaires. SPSS 21.0 was used to conduct data analyses, and ordinary least square (OLS) regression was used to conduct mediation and moderation analyses. Results found that the relationship between teacher professional identity and burnout was partially mediated by work engagement. Through work engagement, teacher professional identity had the biggest predictive effects on burnout when the scores for self-efficacy and perceived organizational support were high. Implications for preventing burnout among teachers in the future were provided.

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Special education teacher attrition is a significant and chronic problem that has worsened since the pandemic. A longitudinal survey of burnout was conducted with rural special education teachers (N = 48) over four timepoints through the school year just prior to COVID-19. Both school and intrapersonal predictors of burnout obtained at the beginning of the school year were used to predict burnout at the end of the school year. Findings revealed that burnout is highly stable over the course of the school year. Furthermore, the strongest predictors of burnout at the end of the school year were baseline scores of burnout. Only one school factor—excessive work demands—and several teacher intrapersonal variables—coping, social support, and mindfulness skills—predicted at least one indicator of burnout. In a regression analysis, the baseline scores of each of the different domains of burnout (emotional exhaustion, depersonalization, personal accomplishment) accounted for the most variance in burnout reported at the end of the school year, except for passive avoidance. Passive avoidance accounted for unique variance with depersonalization. These findings suggest that burnout is stable and help identify teacher intrapersonal or school factors that might be useful targets for prevention or intervention research related to burnout.

The article is dedicated to the issue of preventing professional burnout among teachers in blended learning environments. This form of education combines online resources with traditional classroom sessions. It is highlighted that the conditions under which blended learning is organized negatively affect the teaching staff, causing them significant emotional tension and stress. All of this leads to the depletion of internal resources and professional burnout of teachers, which underscores the importance of addressing the prevention of professional burnout in blended learning contexts. The article presents the results of three stages of research on the level of emotional burnout among teachers from the Department of Social Technologies at Kyiv National Aviation University and the Department of Psychology and Pedagogy at Kyiv National University of Economics, conducted in 2022 and 2023. The aim of the article is to review and characterize the methods of professional burnout among higher education institution teachers in blended learning conditions. To accomplish this objective, a variety of research methods were employed, including the analysis, organization, synthesis, categorization, comparison, and summarization of fundamental theoretical ideas from scholarly texts pertinent to the issue under investigation. Additionally, empirical and statistical approaches were adopted, such as monitoring the educational process, conducting educational experiments, administering surveys, and performing mathematical analysis of the findings. The practical outcome of the research presented in the article includes specific recommendations for harmonizing the psychophysical state of teachers suffering from professional burnout at all three levels of regulation of the psychophysical state, namely: physiological, emotional-volitional, and value-meaningful.

This study examines the concerns associated with heightened stress levels experienced by education professionals, particularly teachers and counselors-in-training. Following the COVID-19 global pandemic, teachers and counselors have been faced with a multitude of extended responsibilities due to students' learning lapses and lags, heightened awareness of trauma-based reactions and social challenges in students and professionals, and overall increased cases of anxiety and depression. Preventing burnout is critical for successful student teaching and internship experiences for education students in teaching and counseling programs. Maintaining personal wellness impacts performance, satisfaction, and retention in education professions and eventually results in more optimal services for their students. Teachers and counselors are responsible for the academic, personal/social, and career development of their students of various ages. Traditional tasks associated with these professions have widened as mental health concerns are recognized as direct links to academic success. Caring for students' mental health is embedded within the repert of any robust academic curriculum as a prerequisite for achievement. A piloted two-part prevention or intervention plan employed in a metropolitan teacher-counselor preparation program is described as a potential tool for expanding self- care practices and improving mental health among education trainees. The intervention was beneficial for retaining trainees, improving their fieldwork performance, and reducing reports of stress, anxiety, and depression. Tips for self-care that lead to resilience and burnout prevention are reviewed and can potentially be useful not only for trainees but for seasoned practicing educators.

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The article describes the experience of creating and implementing a project for special education teachers titled “Open Mic ‘It’s Normal!’”. It addresses issues related to mental health and emotional burnout among special education teachers, as well as methods, techniques, concepts, and recommendations for regulating emotional burnout. A proposed solution for maintaining the mental health of special education teachers is presented through the organization of the “Open Mic ‘It’s Normal!’” event. The components and aspects of the project’s activities, including the concept, mission, goals and objectives, evaluation criteria, potential risks and ways to mitigate them, the event plan, and the full list of necessary resources, are outlined. The project results are described, along with its advantages for further use and reorganization in other educational institutions.

The paper presents the results of a study of the psychological features of emotional burnout in 55 special needs teachers. It has been found that compared with teachers of general educational institutions, this category of the examined has a more frequent and early formation of the burnout syndrome with the predominance of phases of stress and exhaustion, leading to pronounced psychological disorders.

Introduction Teaching is a stressful profession that exposes workers to the risk of burnout. Techniques involving higher mental functions, such as transcendental meditation and prayer, have been used in stress and burnout prevention programs. In this study, we report the results of an experience conducted in a group of teachers of a religious institute, in which prayer was used as a technique to prevent burnout. Methods Fifty teachers and support staff employed at a Catholic school of a Congregation of nuns volunteered for this study. They were randomized into two groups: prayer treatment (n = 25) or control group (n = 25). The treatment protocol was based on the combination of individual Christian prayer and a focus group of prayer-reflection. The participants received two 30 min training sessions a week over 2 months. Job satisfaction, well-being, and burnout symptoms (emotional exhaustion and depersonalization sub-scales) were measured at baseline and at follow-up (4 months) with the Italian versions of the Maslach Burnout Inventory validated for teaching and education sector, the General Health Questionnaire, and the Warr, Cook, and Wall’s Job Satisfaction Scale. Results At follow-up, a significant improvement of all outcome measures was observed. Emotional exhaustion (16.80–4.92, p < 0.001), depersonalization (3.72–0.60, p < 0.001) levels, and psychological impairment (10.08–2.04, p < 0.001) were significantly decreased, and job satisfaction (45.96–77.00, p < 0.001) was increased. The effect sizes (Glass’ Δ) of the therapeutic interventions ranged from 0.53 (satisfaction level) to 2.87 (psychological health), suggesting moderate to large effects. Discussion Prayer could be effective, no less than meditation and other spiritual or mind-body techniques, in contrasting the negative effects of occupational stress and preventing burnout among teachers and possibly other human service professionals.

The article is devoted to the problem of the syndrome of professional and emotional burnout of teachers. The authors analyzed the main factors, indicated the symptoms of professional burnout, and established methods and means of prevention of emotional burnout in the teaching profession. The article describes the content of key concepts, the essence of the categories «emotional burnout», «stress», and «emotional exhaustion», and the emergence and understanding of related concepts in the scientific research of foreign scientists (A. Griffiths, S. Jackson, T. Kox, K. Maslach, H. Selye, H. Freudenberg, etc.). The results of the analysis of scientific works proved that stress has three stages of development: anxiety, resistance, and exhaustion, which can cause professional and emotional burnout in specialists in various fields. The basic symptoms are emotional exhaustion, depersonalization, and reduction of personal achievements. T. Cox and A. Griffiths (about 150) provided a more detailed analysis of the symptoms of professional and emotional burnout and distinguished three groups of symptoms – affective, cognitive, and motivational. The peculiarities of the raised problem in our country are revealed, taking into account the specifics of the teaching profession. The factors of professional burnout of preschool teachers are singled out, namely: high responsibility, daily mental overload, the excessive number of duties, high emotional inclusion, strict control of the administration, etc. Measures to prevent emotional burnout were presented in three aspects: professional and administrative (psycho-training, role-playing, business games, mentoring, a favorable psychological climate in the team, etc.), non-professional (a rational division of work and rest, healthy nutrition, physical exercises, self-regulation, establishing short-term and long-term goals, etc.). It has been established that a comprehensive approach to the prevention of professional burnout in preschool teachers should include correction of the mental, physical, and spiritual components of the individual’s health.

Prevention strategies are methods aimed at helping, because it is a continuous process, which must be considered as an integral part of the educational process, especially to overcome the burnout syndrome. In the methodology, a qualitative approach was considered, the design was hermeneutic phenomenological. The population was made up of 9 participants who participated in the technical interview and in the instrument, a semi-structured interview, which makes it possible to delve deeper into the research topic. It is concluded that, for those interviewed, prevention strategies should not be seen as a static and delimited reality in their theory; it is dynamic and adaptive according to the educational context in which students and teachers live. It is decided that teachers, directors and education managers should consider prevention strategies as dynamic and adaptive according to the face-to-face or virtual educational context. They highlight the importance of training, training processes, continuous training, and the use of technological tools in a virtual context. The same ones that must contribute to the application of prevention strategies for students and must help the pedagogy of the teacher. These burnout syndrome prevention strategies consist of a prolonged response by the organism to stressful factors and are required to improve the preparation of the class, as well as the pedagogical, didactic and, above all, emotional processes.

Introduction. The article deals with the problem of professional burnout of teachers in connection with the effectiveness of pedagogical activity, its features, and the role of awareness in its prevention. Materials and methods. The study involved 88 teachers of various lengths of service and specialties. In addition, a group of medical workers (96 people) participated. We used the Maslach burnout test, the Lazarus and Folkman Coping Strategies Test, the Beck Depression Inventory (BDI), the Perceived Stress Scale (PSS-10), the Short Form Survey (SF-12), the Five Facet Mindfulness Questionnaire, and the Mindful Attention Awareness Scale (MAAS). We applied Student’s t-test and regression analysis for processing. Results. It has been established that there is a relationship between the level of professional burnout and the effectiveness of pedagogical activity. It has been determined that pedagogical workers, in comparison with medical workers, show more signs of professional burnout, which is expressed both in specialized scales and in the level of perceived stress. Pedagogical workers with a high level of burnout rely on different strategies of coping behavior than medical workers; they have a lower level of mindfulness. Factors preventing the development of burnout in teaching staff, the problem-solving planning strategy, a high level of mindfulness, and the presence of family relationships were identified. Conclusion. The results obtained in course of the study will be used to adapt a training program to reduce professional burnout.

The seminar as a prevention of the syndrome of foreign language teachers burnout in the conditions of war

Introduction: Preschool teacher profession with the work demands of preschool female teachers with diverse characters is a challenge and a source of pressure that can lead to poor mental health and job burnout. This study was conducted to analyse factors associated with mental health and subjective job burnout. Methods: A cross-sectional study involving 37 female early childhood teachers in Semarang. Data were collected using a structured Google Form-based questionnaire containing questions regarding work capacity, such as age, weight, height, tenure, and marital status and analysed with descriptive statistics and chi-square test. Results: Most preschool female teachers experienced mental health 59.5% and subjective job burnout 37.8%. The results of the relationship test explained that there was a relationship between tenure and mental health (p=0.013). Conclusion: We showed that tenure of preschool female teachers is significantly associated with mental health. The provision of mental health management and fatigue prevention education are needed for both new and experienced teachers.

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The article examines the phenomenon of digital burnout as a new form of professional burnout that emerges in the context of intensive use of online learning and digital technologies. Particular attention is paid to the impact of digitalization of the educational environment on the psycho-emotional state of teachers, their professional motivation, and the quality of teaching. The paper analyzes modern trends in the study of teacher burnout, relying on the latest foreign, Russian, and domestic research conducted in recent years. The main causes of digital burnout are identified, including information overload, constant availability, and blurred boundaries between work and personal life. Its manifestations and consequences for teachers and the educational process as a whole are highlighted. The article also proposes organizational and psychological prevention strategies, emphasizes the importance of a comprehensive approach, and outlines prospects for further research on this problem.

The article presents a study of the process of self-education as a factor in preventing professional burnout of teachers of educational institutions. The relevance of the topic is due to the dangerous consequences of professional burnout for both the employee in the field of education and the objects of his/her activity, since the emotional state of the teacher affects the quality of the entire educational process. Prevention of professional burnout of teachers in educational institutions can be carried out in various ways and measures, but an effective solution to this problem depends on the efforts of the specialist’s personality and his/her ability to self-education. The purpose of the study is to substantiate the essence of the concept of professional burnout syndrome and highlight its structural components; explain the factors that determine the development of professional burnout syndrome; characterise the symptoms characteristic of professional burnout; analyse the causes and features of professional burnout of teachers of educational institutions and ways to prevent it; substantiate the role of self-education in preventing professional burnout of teachers of educational institutions. The study reflects different approaches to the interpretation of the concept of ‘professional burnout’, highlights the peculiarities of its prevention in teachers of educational institutions, reveals the content of the concept of ‘self-education’ as a factor in preventing professional burnout of teachers of educational institutions, and provides specific recommendations for preventing professional burnout syndrome. The study concludes with a number of risk factors for professional burnout and emphasises the importance of self-education in preventing professional burnout in teachers of educational institutions.

This study examines the role of emotional intelligence (EI) and spiritual intelligence (SI) in enhancing teaching competency, emphasizing the mediating influence of personal growth and interpersonal skills on educator effectiveness. Emotional intelligence, which encompasses self-awareness, emotional regulation, empathy, and social skills, enables teachers to manage classroom dynamics, foster meaningful relationships, and create supportive learning environments. Similarly, spiritual intelligence, defined by purpose-driven actions, ethical alignment, and resilience, equips educators to inspire students holistically while maintaining balance and moral integrity in their professional roles. The interplay of these intelligences with personal growth, characterized by self-reflection, adaptability, and continuous learning, further enriches teaching practices, enabling educators to respond effectively to evolving classroom challenges. Interpersonal skills, including communication, collaboration, and conflict resolution, are integral to building constructive relationships with students, colleagues, and parents, amplifying the impact of EI and SI on teaching effectiveness. Employing a mixed methods approach, the study combines quantitative measures of EI, SI, and teaching competency with qualitative insights from interviews and focus groups to provide a comprehensive understanding of these dynamics. Findings highlight the transformative potential of integrating EI and SI into teacher training programs, fostering a holistic approach to professional development that prioritizes emotional and spiritual dimensions alongside technical expertise. The study underscores the importance of fostering these intelligences to empower educators to navigate the complexities of modern education with resilience, empathy, and purpose. By advancing a framework that integrates emotional and spiritual intelligence with personal and interpersonal development, this research contributes to the growing body of knowledge advocating for a more inclusive and value-driven approach to enhancing teaching competency and improving educational outcomes.

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Research aims: This study investigates auditing educators’ (AE) behavior in switching to accounting standard acceptance's fault lines and achieving task performance due to role conflicts and proactive personalities. Design/Methodology/Approach: This research used a 2X2 matrix to categorize role conflict (high vs. low) and proactive personality (transform vs. confront). Then, the data were processed using the ANOVA difference test.Research findings: This study uncovered that AEs with high-role conflict and confront-proactive personalities intend to switch to another group. This research firstly intersects the constructive factors of the role conflict’s level and proactive personalities to explain the AEs’ switching intentions and performance achievement behavior. It also indicates that role conflict could affect AEs’ switching intentions and whether proactive personalities occupy the group memberships. Secondly, this study considers whether the broaden-and-build theory can explain the combination of (high-low) role conflict and (confront-transform) proactive characters. Finally, it describes different AE behaviors when switching intention and achieving the desired task performance. Thirdly, the authors revealed the AEs’ behavior in setting an accounting standard acceptance fault line, an open group that AEs choose due to personal goals. Theoretical Contribution/Originality: This research contributes to the two conceptual contents of role conflict and proactive personalities and accounts for the broaden-and-build theory. Therefore, the fault lines’ members would maintain their membership in a group with positive emotions.Practitioner/Policy Implications: This research implies that group development should include shared emotional values as an antecedent factor for group cohesiveness.Research limitation: The limitation of this study is that the members of the matrix design fault lines did not consider regulations to limit their behavior.

Currently, rural teachers are facing multiple role conflicts, including the social role conflict of being an insider versus an outsider, the professional role conflict of being an educator versus an administrator, and the community role conflict of being a teacher versus a guardian. Exploring the current state of these conflicts, clarifying their specific manifestations, causes, and countermeasures, is of significant practical importance for enhancing rural teachers professional identity, promoting their professional development, and modernizing rural education.

Taking role conflict as the starting point, this article examines and reflects on the development of clinical teachers. In the process of the occurrence, development, and resolution of role conflicts among clinical teachers, there are many hidden issues related to the development of clinical teachers. The development of clinical teacher teaching and role conflict management contain similar educational philosophies and practical issues. This study draws on classic theories and research achievements in the development of university teachers and conducts theoretical analysis and practical reflection on the development of clinical teachers in medical colleges from the perspective of role conflict in social psychology. Policy recommendations are proposed, including strengthening the construction of teaching systems at the hospital organizational environment level, enhancing the role identity and teacher beliefs of clinical teachers, promoting their teaching development and academic learning, and ensuring their normal teaching investment; promoting leadership support at the level of interpersonal interaction and leveraging the role of colleague support in alleviating role conflicts; enhancing individual teacher beliefs, teacher role learning, and role skills.

Professional identity is essential for a qualified teacher; however, the imbalance between job resources and demands is a serious impediment to promoting teachers’ professional identity. Given that personal job resources (i.e., teachers’ socioemotional competence and psychological capital) and challenging job demands (homeroom/non‐homeroom teachers) are distinctive—but understudied—job characteristics, this study examines their role in fostering teachers’ professional identity, based on the Job Demands‐Resources (JD‐R) model. Data from 432 secondary school teachers in Henan Province, China were collected using the Chinese versions of the Teacher Socioemotional Competence Scale, Psychological Capital Scale, and Teacher Professional Identity Scale. The results showed that teachers’ socioemotional competence positively predicted their professional identity. The moderating mediator analysis showed that the mediating role of psychological capital and the moderating role of being a homeroom or non‐homeroom teacher contributed immensely to teachers’ professional identity. The identification of this moderated mediation model broadens our understanding of the JD‐R model by demonstrating the interplay between personal job resources and challenging job demands. This study also emphasizes the imperative for optimizing the balance between “demands” and “resources” to enhance teachers’ professional identity, and proposes effective interventions.

The sudden transition to flexible and remote teaching during the pandemic reshaped the work environment of educators and highlighted the complex relationship between job demands, resources, wellbeing, and performance. This study aimed to explore how these factors interact among basic education teachers in a private Philippine university, guided by the Job Demands–Resources theory. A quantitative research design was employed using an online survey administered to teachers. Data were analysed through descriptive statistics, correlation, and multiple linear regression using Jamovi. The results revealed that high workload, ambiguity, and uncertainty negatively influenced teachers’ cognitive and affective wellbeing, while remuneration, participative leadership, and collegial support enhanced their wellbeing and satisfaction. Interestingly, job demands did not significantly affect performance, suggesting that resilience, intrinsic motivation, and professional commitment sustained teaching quality despite contextual challenges. Remuneration emerged as the strongest predictor of classroom performance, underscoring the motivational power of fair compensation. The study contributes to the understanding of teacher wellbeing in flexible learning contexts and highlights the importance of supportive leadership and equitable systems in sustaining educational quality in times of transition and beyond.

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Using the revised job demands–resources model, this study aimed to analyze the direct relationship of teacher self‐efficacy with burnout and its indirect relationship through perceived social support as well as the moderating roles of teacher optimism in these relationships. The study used a Bayesian estimator with structural equation modeling to examine the structural relationships among self‐efficacy, optimism, perceived social support, and burnout, using data collected from a sample of 288 teachers in Elâzığ, a city in the eastern region of Turkey. The results demonstrated the negative relationships between teacher self‐efficacy and optimism with burnout, and the indirect negative relationship between teacher self‐efficacy and burnout through perceived social support. In addition, the present study revealed that the direct relationship between teacher self‐efficacy and perceived social support and the indirect relationship between teacher self‐efficacy and burnout through perceived social support can be strengthened depending on the level of optimism. Recommendations for practitioners, policymakers, and researchers are presented.

Blended learning (BL) has become an increasingly prevalent instructional model in primary and secondary education, yet its implementation has intensified concerns about teacher workload and well-being. While prior research has documented workload pressures associated with digitalization and AI integration, there remains limited empirical insight into how teachers experience, interpret, and manage these demands in blended learning environments. Guided by the Job Demands-Resources (JD-R) model, this qualitative study investigates how BL reshapes teachers’ job demands and resources, and how educators respond to these changes in practice. Specifically, this study explores how BL influences teachers’ perceived workload (RQ1), the specific challenges they encounter during BL implementation (RQ2), and the strategies and resources they employ to manage these demands effectively (RQ3). Semi-structured interviews were conducted with ten primary and secondary schoolteachers in Flanders (Belgium) who had experience implementing blended learning. Data were analysed using a reflexive thematic analysis supported by NVivo, following a systematic and iterative coding process. The JD-R model informed the analytical lens, enabling the identification of workload-related demands, available resources, challenges and coping strategies within teachers’ everyday practice. Regarding RQ1, the findings demonstrate the dual nature of blended learning as both intensifying workload and providing supportive resources. Teachers reported increased demands from dual-mode lesson design, technological integration, expanded assessment requirements, and institutional platform mandates, leading to cognitive and emotional strain. Conversely, automated assessment, reusable digital materials, learning platforms, and inclusive tools reduced administrative effort and supported organization, partially decreasing these heightened demands. With regard to RQ2, workload pressures were intensified by challenges in digital classroom management, frequent technical disruptions, and the continuous need to learn and support new technologies. Teachers also reported emotional and organizational strain linked to ineffective collaboration, time constraints, infrastructural shortcomings, and resistance to pedagogical change, particularly during early stages of blended learning (BL) adoption. In response to RQ3, teachers described a range of coping strategies and supportive resources. These included reusing and adapting digital materials, employing AI-supported tools for automated assessment, developing digital skills through peer support, and implementing structured classroom routines. Institutional resources, such as reliable IT support, modular professional development, collaborative planning, clear BL guidelines, and leadership support, functioned as key job resources that buffered workload pressures and supported sustainable BL practices. This study contributes to the literature by applying the JD-R model to the K-12 blended learning context, offering a theoretically grounded account of how workload pressures and supports interact in teachers’ daily work. Beyond documenting challenges, the findings generate actionable insights for school leaders and policymakers, highlighting the need for systemic workload-sensitive BL implementation, structured collaborative planning, and sustained professional development aligned with instructional realities. By reframing blended learning through a job demands-resources perspective, this study advances understanding of sustainable technology integration in compulsory education.

Stress and burnout are pervasive among public school teachers and amplified in urban schools, where job demands are often high and resources low. Relatively little is known about factors contributing to stress and burnout among urban school teachers specifically, or how these aspects of teacher occupational wellbeing relate to their use of effective classroom practices. Rather than utilizing objective measures, extant research has relied heavily on teacher self-report of antecedents and consequences of stress and burnout, which have also rarely been examined in tandem. To address this and other gaps in the literature, the current study examined the interplay of job demands and resources, stress and burnout, and effective classroom practices (operationalized as warm-demanding teaching). Two discrete observational measures, in addition to teacher self-report, were collected from a sample of 255 teachers in 33 low-income, urban middle schools. Findings indicated that White teachers, female teachers, and teachers in low-income schools reported higher stress and burnout. Teachers reporting more self-efficacy, affiliation with colleagues, and student emphasis on their academics (i.e., more resources) reported lower stress and burnout; furthermore, adding resources to the model attenuated associations between student disruptive behaviors and stress and burnout. In turn, stress was associated with lower levels of observed demanding teaching (instructional dialogue); however, surprisingly, burnout was related to higher levels of observed teacher warmth (sensitivity). We discuss these findings in light of prior research and consider implications for future research and professional development for teachers.

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Abstract Teachers perceive the characteristics of their teaching jobs differently. However, little is known about beginning teachers’ perceptions of their teaching job characteristics and how their professional identity differs with these perceptions. Grounded in the job demands-resources model, we clustered three typical types of job characteristics perceived by 1,088 year-1 school teachers in Chinese Mainland: Needy (N = 298), Stressful (N = 344), and Advantageous (N = 446). Across the three clusters, statistically significant differences were observed in these teachers’ professional identity as manifested in job satisfaction, occupational commitment, teacher self-efficacy, and motivation to teach. The advantageous cluster, characterised with ample job resources but average to medium levels of job demands, was found to be the most favourable work situation nurturing strong professional identity. We discussed the mechanism behind the variance in professional identity relative to clustered job characteristics. Implications were suggested for educational policymakers of varying levels.

Teaching is a highly demanding profession; therefore, it is necessary to address how teachers cope with the demands of their job and how these demands affect their work ability. This study aims to investigate teachers’ perceptions of work ability and the underlying mechanisms through which job demands influence their perceived work ability. The Job Demands-Resources (JD-R) model serves as the theoretical framework for this investigation. A qualitative approach was employed, utilizing in-depth interviews with a sample of 14 upper secondary school teachers in the Czech Republic. The teachers had an average age of 46.9 years (SD = 9.22). The findings revealed a limited awareness among teachers regarding the holistic nature of work ability. Job demands emerged as a factor indirectly impacting perceived work ability through the health impairment process. High job demands and obstacles contributed to teacher stress, resulting in fatigue, impaired physical or mental health, and reduced perceived work ability. Moreover, the study showed how tough job demands extend beyond the professional realm, leading to work-family conflicts that further impair work ability. This study provided empirical support for the inclusion of perceived work ability as an outcome influenced by job demands within the JD-R model. Additionally, it emphasized the need for a comprehensive framework that considers both organizational and individual factors in both work and non-work domains to effectively investigate perceived work ability among teachers.

This study integrated personal factors into the job demands-resources (JD-R) model to examine school- and individual-level predictors of teacher well-being. Survey data were gathered from 1,656 teachers from 54 schools. The results of hierarchical linear modeling indicated that the school-level emotional job demands of teaching and suppression at the individual level were positively related to teachers' anxiety and depression whereas school-level trust in colleagues and individual-level reappraisal were positively associated with enthusiasm and contentment. Positive relationship between emotional job demands and suppression was also found. These findings support the claim that reappraisal should be considered a personal resource and suppression a personal demand.

This qualitative study explores how university teachers experience and manage emotional labor in relation to their professional well-being and development. Ten teachers from a public research-oriented university took part in semi-structured interviews. The data were analyzed using reflexive thematic analysis, guided by the job demands-resources (JD-R) model, emotional labor theory, and research on teacher professional development and identity. Three main themes emerged. First, institutional emotional rules and hidden pressures included expectations to be “always positive” and “always available,” the emotional effects of evaluations and performance metrics, and blurred boundaries between work and personal life. Second, navigating emotional labor described how teachers moved between surface acting, deep acting, and selective authenticity, and how these strategies provided both protection and emotional costs over time. Third, emotional labor as professional learning showed how emotionally challenging experiences became turning points, how understandings of care and responsibility changed across career stages, and how peer support and mentoring supported more sustainable ways of working. Overall, the findings suggest that universities need multi-level responses that reduce structural pressures and create shared spaces where teachers can reflect on and discuss the emotional demands of academic work.

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During the COVID-19 pandemic’s school closures and the distance education that resulted from it, teachers were faced with an increasing workload and significant changes in their working environment. Because increased workload can result not only in worsened mental health and lower work motivation, but also in worsened learning outcomes, this article explores how teacher-perceived job demands, job resources, and personal resources are related to teachers’ assessment of teaching quality and student engagement during the pandemic. Using the data of 1,422 8th grade teachers in Slovenia from the IEA Responses to Educational Disruptions Survey (REDS) survey, this study also explores the perceived level of support from different institutional actors and the utility of Job demands-resources model for this specific group of workers in a specific work setting. The results show that the teachers of 8th graders in Slovenia perceived a higher level of support from their closest working environment compared to the national bureaucracy. In terms of job demands, the increased workload in preparing the lessons had negative effect on both teaching quality and student engagement, while the reported increase in time spent on direct work with students and social support received (a job resource) contributed positively to both outcome variables. In line with theoretical expectations, personal resources were positive predictors of teaching quality and student engagement in our model. Compared with the initial expectations this study had based on the underlying theoretical model, the results paint a complex relationship between job characteristics and learning outcomes during distance learning. Thus, some of the challenges both teachers and policy-makers face and will continue to face in possible similar situations are discussed.

Teachers' professional identity is malleable. However, changes in first-year teachers' professional identity are under-documented in the literature. This study attempted to understand these changes using the job demands-resources (JD-R) model in the context of a two-wave investigation before and after the first year of teaching (Time 1 and Time 2). A total of 464 elementary and secondary schoolteachers reported twice their perceived professional identity in terms of job satisfaction, occupational commitment, teacher self-efficacy, and motivation to teach. School characteristics were captured in terms of job demands and job resources at T2. Findings estimated by the rank-order change, the mean-level change, and the Reliable Change Index indicated significant declines in these teachers' professional identity over one year. Autoregressive change analysis revealed that growth opportunities (job resources) and emotional demands (job demands) in the school context played a major role in the observed declines. Suggestions and implications are discussed for key stakeholders of teacher education programs and teachers' professional development.

This study explores the role of perceived change in job demands and resources and socio-demographic characteristics in teacher well-being during the Covid-19 pandemic. We used data from over three thousand Croatian school teachers with at least three years of service. We performed path analysis to test the proposed relationships of socio-demographics (gender, school level and years of service) and perceived change in job demands and resources (work demands, the frequency of student difficulties and the quality of professional cooperation) with teacher well-being (job satisfaction, stress and work-life balance). The effects of the socio-demographic variables on the measures of well-being varied from non-existent to small. The model fitted the data well. However, the parameter values indicated a modest contribution of socio-demographics and perceived change in job demands and resources in explaining teacher well-being during the Covid-19 pandemic. Teachers reported relatively high job satisfaction, low levels of stress, and medium levels of work-life balance. In addition, their experiences of stress and work-life balance were not considerably affected by the perceived increases in job demands. Our results suggest that teachers demonstrated resilience in adapting to challenging circumstances. This capacity should be continuously nurtured in their professional development programmes. 

Early childhood educators' (ECEs) well-being is important for many outcomes. Drawing on the job demands-resources model, many variable-centered studies have found that job demands, job resources, and personal resources are linked to ECEs' well-being. Yet, little is known about the heterogeneity of these demands and resources and their implications for well-being, especially considering school-level effects and the adoption of a holistic view of well-being. This study used multilevel latent profile analysis to examine these issues. Participants included 1198 Chinese ECEs from 50 kindergartens who reported their job demands (i.e., quantitative, cognitive, and emotional demands), job resources (i.e., influence at work, quality of leadership, support from supervisors and colleagues, and sense of community at work), and personal resources (i.e., self-control and resilience). At the teacher-level, four profiles emerged: (a) at risk, (b) undemanded, (c) safeguarded, and (d) vulnerable learners. ECEs with lower salaries, higher educational levels, and larger class sizes were more likely assigned to the at-risk profile. Teachers in the at-risk and the safeguarded profiles reported the worst and the best well-being, respectively. Demands (in particular quantitative and emotional demands) appeared more critical than resources in distinguishing well-being. At the school-level, two profiles emerged: (a) high demand climate and (b) mixed climate. Kindergartens in Hong Kong were more likely assigned to the high demand climate profile and kindergartens with a high demand climate showed poorer school average well-being. This study reveals the complex configuration of job demands, job resources, and personal resources in ECEs and its implications for well-being at both teacher- and school-levels. The findings also inform strategies to enhance ECEs' well-being.

This study aims to determine the effect of job demands and job resources on teacher well-being through work engagement as a mediating variable in high school teachers in the city of Mataram NTB. This study uses a type of quantitative research using a population of 625 people with a sample of 260 teachers at 11 high schools in the city of Mataram NTB. Data collection techniques using questionnaires, observation and literature study. Data analysis using Partial Least Square (PLS) with the SMARPLS 4.0 application. The results showed that job demands had a positive and insignificant effect on well-being, job resources had a negative and significant effect on well-baing, job demands had a negative and insignificant effect on work engagement, job resources had a positive and significant effect on work engagement, work engagement had a positive and significant effect on well-being, work engagement could not mediate the effect of job demands on well-being, work engagement could mediate the effect of job resources on teacher well-being.

BACKGROUND Identifying factors implicated in teachers' well-being and turnover intentions is important for driving research, policy, and practice to better support teachers in their work. AIMS This study examined the role of three job resources (autonomy-supportive leadership, relatedness with colleagues and students) and three job demands (autonomy-thwarting leadership, time pressure, disruptive student behaviour) in relation to teacher well-being (subjective vitality, behavioural engagement, professional growth) and turnover intentions. SAMPLE Participants were 426 Australian school teachers. METHODS Structural equation modelling was used to examine main associations and interactions among factors. Teachers' characteristics (gender, teaching experience and educational qualification) and personality factors served as controls in all analyses. RESULTS The job resources were generally positively associated with the well-being factors, whereas time pressure was negatively associated with vitality, but positively associated with behavioural engagement. In addition, relatedness with colleagues and subjective vitality were negatively associated with turnover intentions, whereas the reverse was true for autonomy-thwarting leadership and time pressure. There were no interaction terms retained in the final model. CONCLUSION Taken together, findings yield understanding about the salient resources and demands in relation to teachers' well-being and turnover intentions (beyond the role of background characteristics and personality factors).

Introduction Teacher burnout poses a significant threat to the sustainability of rural education. However, the effect of out-of-field teaching as a job demand remains understudied. This study applies the Job Demands-Resources (JD-R) model to explore how job demands, job resources, and personal resources interact with burnout among rural teachers. Methods We conducted a network analysis on survey data from 2,475 English teachers in rural China, including 2,119 in-field and 356 out-of-field teachers, to examine the relationships between JD-R variables and burnout dimensions. Results Emotional exhaustion emerged as the central burnout dimension, with workload stress acting as the primary bridge connecting JD-R variables to burnout. Job satisfaction showed strong negative bridge effects, indicating its association with lower depersonalization. The network structure and strength were similar for in-field and out-of-field teachers, suggesting that out-of-field teaching may not be directly related to teacher burnout. Discussion These findings suggest that interventions targeting workload reduction and enhancing professional identity and recognition could alleviate burnout and support the sustainability of rural education in China.

Purpose: Based on the Job Demands-Resources theory, this study aimed to investigate how teachers'perceived job demands and job resources could predict teachers' job stress and job satisfaction. Methods: This study utilized TALIS 2018 Korean teacher survey data collected by the Organizationfor Economic Cooperation (OECD). A total sample size was 6,138. The latent moderated structuralequation model was applied as the main analysis technique to verify the individual effects andmoderating effects of job demands and job resources on job stress and job satisfaction. Results: First, the results showed that job demand predicts job stress positively and job satisfactionnegatively at a significant level. Second, job resources significantly and negatively predicted job stress. Third, job resources significantly and negatively moderated the relationship between job demands andjob stress. Fourth, through this moderating effect, the mediating effect from job demands to jobsatisfaction was also significantly and negatively moderated by job resources. Conclusion: This study provides a discussion of various policy implications as well as the theoreticalimplications in terms of job demands-resource theory.

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ABSTRACT This cross-sectional study sought to investigate job demands and resources as predictors of teacher well-being. Participants were 319 portuguese teachers in grades 1–11 (elementary up to secondary level). Data were analysed through confirmatory factorial analysis, structural equation modelling and mediation analysis. Main findings revealed that job demand variables are negative predictors of teacher well-being, whereas job resources variables predict positively teacher well-being. Additionally, the results showed two indirect mediation effects: job resources buffered the job demands and well-being relationship. In particular, support from colleagues and autonomy were identified as the main mediators of the relation between job demands and teacher well-being. Overall, the main results are consistent with the Job Demands-Resources model and contribute to the understanding of interplay between job resources and demands and their influence over teacher well-being.

No abstract available

Drawing upon the Job Demands-Resources (JD-R) model, this study examines the association between different school types and teacher work engagement as well as emotional exhaustion, in addition to the moderating roles of job (collegial and school management support) and individual (resilience) resources. We utilized multivariate regression models with interaction terms, applied to data from the GEW-Frühjahrsreport 2025—a cross-sectional quantitative survey assessing teacher well-being (TWB) among a representative sample of 5859 teachers in North Rhine-Westphalia. The findings reveal that vocational and special needs schools are associated with significantly higher work engagement and lower emotional exhaustion compared to other school types. Resilience emerged as the strongest predictor across both outcomes, followed by school management support. Moderation analyses indicate predominantly boosting effects, meaning that job resources exert greater positive influence in already-favorable school contexts. These results challenge the assumption that job resources primarily serve as buffers in high-demand settings. Instead, the study highlights the importance of systemic conditions and leadership quality in enabling the effective utilization of resources. Implications are discussed with regard to professional development, structural school reform, and the integration of well-being into educational policy.

Context and relevance. Organizational factors and professional motivation are significant predictors of teacher burnout and well-being. The theoretical basis of the study was the Job Demands and Resources (JDR) model, self-determination theory, and V. Schaufeli's symptomatic model of burnout. Objective: to identify the Job Demands and Resources and professional motivation as predictors of teacher burnout. Hypothesis. Job Demands (difficulty of job, decision-making, workload, role conflicts) are positively related to the teacher burnout. Job Resources (work autonomy, availability of feedback, management support, colleagues support, role clarity) are negatively related to the teacher burnout. Controlled motivation is positively related to the teacher burnout, while autonomous motivation is negatively related to the teacher burnout. Methods and materials. The study involved 632 teachers, primarily from the Moscow region. We used the questionnaire of resources — job demands (Ivanova, 2016), the questionnaire of a professional motivation (QPM-2) (Osin et al., 2017), BAT-34 questionnaire for the burnout examination (Russian version of N. Kalachev, E. Osin et al., 2019). Results. The results showed that controlled motivation, as well as job demands related to workload, role conflict, difficulty of job, and decision-making, were strong predictors of burnout. Autonomous motivation and job resources, represented by the availability of performance feedback and role clarity, were negatively related to the teacher burnout. Conclusions. A safe and motivating job environment for teachers does not require limiting job demands, but rather creating/maintaining the necessary job resources within the educational organization.

In this study, a moderated mediation model was tested, in which transformational leadership triggers teachers’ work interference with family, with teacher commitment as a mediator and power distance as a moderator. To this end, data collected from 698 teachers across 59 schools were analyzed using a Bayesian-estimated multilevel structural equation modeling approach. The results indicated that transformational leadership was not directly related to work interference with family; however, it had a positive indirect relationship through teacher commitment. Furthermore, under conditions of low power distance, both the direct and indirect relationships (via teacher commitment) between transformational leadership and work interference with family were found to be significant and positive. In conclusion, this study highlights that transformational leadership, through teacher commitment and in contexts of low power distance, may expose teachers to a higher risk of work interference with family, thereby introducing a new research agenda on transformational leadership. The study concludes by discussing important implications for policymakers, school principals, and researchers.

The interference between family and work roles has led to the development of scales for their measurement. However, instrumental studies of work–family conflict have not been conducted in the context of teacher teleworking during the COVID-19 pandemic. For this reason, the objectives of this study were set to obtain evidence of the internal structure and fairness of the Blanch and Aluja Work–Family Conflict Questionnaire, as well as its association with job satisfaction and other sociodemographic variables. A total of 235 Peruvian school teachers between the ages of 24 and 72 years (M = 43.79 and SD = 9.67) responded to the scale using the online form. The analysis employed the non-parametric item response theory modeling (Mokken scaling analysis). The structure of two correlated factors was confirmed: work conflict in the family (WCF) and family conflict in the work (FCW). Both dimensions were invariant with respect to sex group and educational level. The association of both dimensions with job satisfaction was theoretically convergent, and the gender of the teachers slightly moderated this relationship. The reliability was adequate for group research. Finally, the instrument can be useful in the organizational context of teachers who telework.

Teachers well‐being has a significant influence on their quality of life, as well as on students' emotions, behaviors, and cognitions. Although there is evidence of a negative relationship between teachers' experience of work‐family conflict (WFC) and family‐work conflict (FWC) with their well‐being, we have no information on how the interaction of these two experiences relates to teacher well‐being. Therefore, this study aims to examine the relationships between the interaction of WFC and FWC and teacher burnout and job engagement. The participants included 529 teachers from the Elazığ provincial center in Türkiye. According to the results of the structural equation modeling using Bayesian estimation, the positive relationship between WFC and burnout, as well as the negative relationship with work engagement, is stronger under high FWC conditions but significantly weakens under low FWC conditions. Therefore, we conclude that WFC and FWC interact to affect teacher well‐being more negatively. The current study concludes with several theoretical and practical implications.

Teaching, as a high-pressure profession, encompasses significant emotional labor that inevitably spills over into teachers' personal lives. It is imperative to acknowledge and address the influence of emotional labor in the workplace on teachers' work/family conflict. Using the conservation of resources theory, this research engaged 690 primary and secondary teachers, employing Teacher Emotional Labor Strategies Scale, Teacher-colleague Relations Scale, and Work/family Scale (work-family conflict, and family-work conflict) to examine how teacher emotional labor influence their work/family conflict and the mediating role of teacher-colleague relations. The results of structural equation modeling showed that (1) surface acting was a significant predictor of work/family conflict, but deep acting and the expression of naturally felt emotion were not. (2) teacher-colleague relations mediated the relationship between surface acting and work/family conflict. These findings highlight the role of teachers' emotional labor strategies and teacher-colleague relations in reducing teachers' work/family conflict and promoting teachers' well-being. Implications for the improvement of teacher regulation ability and school environment are identified.

Introduction This paper aims to investigate the mediating role of work–family conflict in the relationship between the perception of the glass ceiling and female teacher burnout. The glass ceiling can create significant career barriers for women, potentially increasing work–family conflict and, in turn, leading to higher levels of burnout. Exploring these dynamics can provide insights into the underlying mechanisms contributing to female teachers’ well-being and inform strategies to mitigate burnout in educational settings. Methods The sample population comprises 200 female teachers working in higher educational institutions in China where data has been collected via a survey questionnaire, followed by SPSS and Smart PLS to analyse and test the hypotheses. Results Results indicate that there is a positive relationship between the perception of glass ceiling, work–family conflict and female teacher burnout, and work–family conflict mediates the relationship between the perception of glass ceiling and female teacher burnout in higher educational institutions in China. Discussion These findings highlight how work–family conflict caused by the glass ceiling perception negatively impacts burnout among female faculty members in higher educational institutions, which are relevant to the UN Sustainable Development Goals (SDGs) 3, 4, and 5 emphasizing women’s well-being, high-quality education, and gender equality, it offers actionable suggestions for policymakers to reduce the incidence of female teacher burnout.

Marital satisfaction can be influenced by the quality of husband-wife interaction and the availability of social support. This quantitative study aims to examine the effects of husband-wife interaction, social support, and work-family balance on the marital satisfaction of female elementary school teachers with children under five years old in Bogor City. A total of 179 respondents participated in this study, consisting of 83 public and 96 private elementary school teachers. Data were collected through structured interviews and questionnaires. The analysis employed an independent sample t-test, correlation analysis using the Statistical Package for the Social Sciences (SPSS), and path analysis using Smart Partial Least Squares (SmartPLS). The findings revealed significant differences in husband-wife interaction and work-family balance between public and private school teachers. Additionally, husband-wife interaction, social support, and work-family balance were significantly correlated with marital satisfaction. Furthermore, husband-wife interaction and social support were found to have a significant effect on marital satisfaction. These findings suggest the need for the Ministry of Education and Culture of the Republic of Indonesia to re-evaluate the workload and responsibilities assigned to both public and private school teachers, particularly those with young children, in order to support a more optimal work-family balance and enhance marital satisfaction.

ABSTRACT In early childhood education, teacher–child relationships are critical to children’s development and learning. However, rising work–family conflict (WfC) may undermine these relationships by increasing teacher stress and emotional exhaustion. This study, guided by the stressor–strain–outcome model, examined the link between WfC and conflictual teacher–child relationships (TCR-C) in Ghanaian preschools. Specifically, it investigated the direct effect of WfC on TCR-C, the mediating role of emotional exhaustion (EE), and the mitigating effects of job autonomy (JA) and social support (SS). Cross-sectional data from 517 preschool teachers (Mage = 33.77, SD = 8.86) revealed that WfC is significantly associated with TCR-C. EE partially mediates this relationship, while JA and SS reduce both the direct and indirect effects. These findings highlight the importance of addressing teacher stress and enhancing workplace resources to improve teacher–child relationships.

Teachers have an important and primary role in the education system. The achievement of the teacher's role in education will have an impact on job satisfaction. This study aims to analyze the job satisfaction of Early Childhood Education teachers in terms of variables of technostress and work-family conflicts among teachers who are married. This study was designed with a correlational quantitative design. Data collection is done online with the assistance of Google forms-distributed throughout Indonesia. One hundred and fifty-seven teacher respondents who fit the criteria became the research sample. The data analysis technique uses hierarchical regression. The results of the analysis stated that there was a relationship between technostress and job satisfaction. The findings show that two of the five aspects of technostress that techno-overload and techno-insecurity have a negative correlation with job satisfaction, while techno-uncertainty has a positive correlation. In addition, two aspects of technostress namely techno-invasion and techno-complexity do not correlate with job satisfaction. next to the relationship between work-family conflict with job satisfaction. The findings show that one of the two aspects of work-family conflict is strain negatively correlated with job satisfaction while time and behavior do not correlate with job satisfaction. Based on the results of this study it can be concluded that early childhood teachers are more affected by their job satisfaction technostress/techno-overload compared to work-family conflict. Keywords: early childhood teacher, job satisfaction, technostress, work-family conflict References:  A Suh, JL (2017). Understanding teleworkers' technostress and its influence on job satisfaction. Internet Research, 27(1), 140–159. https://doi.org/10.1108/IntR-06-2015-0181 1. Dwi Putranti, A., & Achmad Kurniady, D. (2013). 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As we all know that education is a serious issue in the development of any country. The purpose of this study is to find the impact of work-family conflict on female teacher’s intention to leave the job in the education sector and estimate that how difficulties influence the personal and professional life of female teachers. The study focused on 3 dimensions of work-family conflict such as: heavy teaching load, work timing and mental health issues which influence female teachers to leave the job. A Sample of 198 respondents was taken under this study, while the data is collected through the questionnaire tool. Data is examined with the help of SPSS software and Microsoft excel. The finding discloses that mental health issues influence female teachers to leave the job and cause negative impact on their personal and professional life and also affected their performance were as work timing and heavy teaching load results show neutral behavior of female towards the statement.

Teacher burnout negatively impacts educational quality and the interpersonal relationships among teachers, parents, and students. In the context of increasing integration of social media in education, this brief report examines the relationship between work-related social media exposure (SME) and burnout. Adopting a cross-sectional survey design, data were collected via an online questionnaire in early 2019 from middle school teachers (N = 141) in China’s Yangtze River Delta Economic Zone. Statistical analyses were performed using SPSS 26.0 and its PROCESS macro for mediation analysis. The results reveal significant correlations between work-related SME and burnout, with work-to-family conflict serving as a partial mediator. Drawing on the Conversation of Resources (COR) theory, this study highlights the detrimental effects of excessive work-related SME on teachers’ mental health and professional functioning, evening before the onset of the COVID-19 pandemic. These findings underscore the urgency for educational policymakers to develop targeted interventions, including (1) institutional protocols to mitigate SME-induced boundary permeability, and (2) evidence-based strategies for preserving work-family boundary.

Cross-generational junior high school female teachers face multi-role challenges that can trigger family conflicts and affect performance. This study aims to test teacher autonomy as a protective factor in mitigating family conflicts that have an impact on work, as well as analyzing the age difference (Generation X: 43-58 years and Generation Y: 28-42 years) as moderators. This study, involving 691 female junior high school teachers in Java, uses purposive sampling and the Teacher Autonomy Scale and the Family-Work Conflict Scale. Hierarchical regression analysis with SPSS 27.0 was used to test the hypothesis. The results showed that teacher autonomy was negatively and significantly related to family conflicts affecting work (β = -0.365; p < 0.001), with an effective contribution of 13.3%. This means that the higher teachers' autonomy, the lower the family conflicts that affect work. Age variables also contributed significantly to the decrease in conflict (ΔR² = 0.057; p < 0.001). However, the role of age moderation was not significant (ΔR² = 0.001; p = 0.474), confirming teacher autonomy as a universal buffer resource whose effectiveness does not depend on generational differences. These findings confirm that autonomy functions as a structural need, not as a function of age cohorts. Policy implications recommend the formalization of schedule flexibility and autonomy-based interventions, such as partial time flexibility and professional scheduling autonomy. This strategic step is crucial to improving the psychological well-being of female teachers and to affirming autonomy as a key instrument in family-friendly policies in the education sector. Keywords: family interferences with work conflict, teacher autonomy, female teachers, cross-generational

Background: Teachers worldwide had to reinvent their work routine according to teleworking during the COVID-19 pandemic, a work format that negatively impacts individuals’ physical and mental health. This study evaluates the association between work hours, work–family balance and quality of life (QoL) among teachers during the Chilean health emergency of the COVID-19 pandemic. Teachers from across Chile were contacted via email and social media to answer an online survey. QoL was evaluated via the SF-36 questionnaire, work hours and work–family balance in the pandemic. A total of 336 teachers from across Chile participated in this study. Teachers had a low QoL score, associated with age (p < 0.05). Teachers who were ≤44 showed lower deterioration risks in the Physical Component Summary (OR: 0.54) than the ≥45-year-old age group; simultaneously, the younger group (≤44 years) had a greater risk (OR: 2.46) of deterioration in the Mental Component Summary than teachers over 45 years. A total of 78.7% of teachers reported having increased their work hours during the COVID-19 pandemic due to teleworking and 86% indicated negative effects on their work–family balance. Pandemic work hours and negative work–family balance increase the risk of reducing the Mental Component Summary (OR: 1.902; OR: 3.996, respectively). Teachers presented low median QoL scores, especially in the Mental Component Summary, suggesting that it would be beneficial to promote a better workload distribution for teachers in emergency contexts, considering the adverse effects of teleworking.

Burnout in kindergarten teachers is influenced by individual factors, social factors, and organizational factors. Kindergarten organizational climate as an external work resource may cause teacher burnout when it cannot meet their work demands. To explore the mechanisms that underlie the effects of kindergarten organizational climate on teacher burnout, we investigated the mediating effect of work-family conflict (i.e., work interfering with family and family interfering with work) on the relationship between kindergarten organizational climate and teacher burnout. The study sample included 436 kindergarten teachers in Henan, China. The Chinese versions of the Kindergarten Organizational Climate Scale, Kindergarten Teachers Work-Family Conflict Scale, and Kindergarten Teachers Burnout Scale were applied. The results showed that kindergarten organizational climate was positively correlated with work–family conflict and teacher burnout. Work–family conflict was positively correlated with teacher burnout. Work–family conflict partially mediated the effects of kindergarten organizational climate on teacher burnout. The mediating effect of family interfering with work was significantly stronger than the mediating effect of work interfering with family. The results are discussed with respect to the general literature on the correlation between organizational climate, WFC, and burnout.

Purpose: The purpose of this study was to explore and deeply understand the meaning embedded in the work-family balance experiences of married male elementary school teachers in their 30s with children. Focusing on key life events such as marriage, childbirth, and career transitions, the study aimed to examine the meanings of work-family balance, role conflict, and identity formation within their life narratives. Methods: To this end, two married male elementary school teachers in their 30s were selected as research participants, and a narrative inquiry methodology was applied, including the researcher’s own autobiographical narrative. Based on in-depth interviews and the researcher’s experiences, the study constructed intermediate texts using the three-dimensional narrative inquiry framework of temporality, spatiality, and sociality, and then restructured the research texts from an educational perspective. Results: In the “telling” phase of narrative inquiry, themes such as “guilt, confusion, and choice,” “myself as a teacher and father: seeking harmony between two lives,” “growing responsibility toward the family,” and “myself in the balance between work and family” were identified. In the “retelling” phase, a narrative flow emerged, illustrating the participants’ continuous efforts to flexibly adjust the boundaries between work and family while pursuing their lives as teachers, spouses, and parents. Conclusion: The work-family balance experiences of male elementary school teachers are not merely about role division but represent a process of negotiation and growth among identity, relationships, and social expectations. By examining their lives from personal, practical, and social perspectives, this study provides meaningful implications for creating a gender-equitable school culture and establishing institutional support systems.

This study was undertaken to investigate the relationship between motivation and experienced work-family conflict (WFC). The sample consisted of 105 K-12 Filipino-American teachers in Maryland, USA. The data used in the survey were collected electronically using a Motivation Scale and a Work-Family Conflict Scale. The results from the Motivation scale showed an overall mean of 6.15 (S.D. = 0.75) with a qualitative description of ‘agree’. Specifically on motivating factors or factors that are intrinsic in nature, the respondents posted a pooled mean of 6.30 (SD = 0.63) with a qualitative description of ‘strongly agree’ while on hygiene or maintenance factors, respondents had a pooled mean of 5.99(SD = 0.75) with a qualitative description of ‘agree’, respondents Work-Family Conflict Scale revealed that overall the teachers recorded a mean score of 2.42(SD = 1.15) out of a possible 5. The teachers ‘moderately agree’ that they experienced time- and strain- based work interference with family (WIF) and strain- based family interference with work (FIW). They posted the answer ‘disagree’ that they experienced time- and strain-based FIW, as well as either of the two behavior-based interferences (WIF and FIW). Correlation analysis using Pearson r showed that there was a highly significant negative relationship between hygiene factors and strain-based WIF as well as between hygiene factors and behavior-based WIF. There was also a negative relationship between hygiene factors and behavior-based FIW. This means that as maintenance needs are being met (i.e. salaries, favorable working conditions, etc.) the teachers are feeling more energized when they transition from work roles to family roles. In addition, meeting these needs incentivize teachers to abide by behavior expectations thus intrusion from other roles. There was no relationship between the motivating factors and all six categories of WFC. Likewise, between hygiene factors and both time-based interferences (WIF and FIW) as well as between hygiene factors and strain-based FIW.

The mental health of teachers has been demonstrated to be a contributing factor to the promotion of high-quality education in the country. The present study draws upon Conservation of Resources Theory and Social Support Theory in order to explore the relationship between family support and teachers’ depression in primary and secondary school teachers, along with its underlying mechanisms. This study employed convenience sampling to survey 3,159 primary and secondary school teachers (Mage = 40.43, SD = 10.22; 37.4% male) in China via online platforms. Participants completed the Family Support Questionnaire, Time Affluent scale, Teacher Work-Family Conflict Questionnaire, and Patient Health Questionnaire. The subsequent analysis of the data was conducted using SPSS and its PROCESS plugin. The results suggested that family support was significantly negatively associated with teachers’ depression. Furthermore, subjective time pressure and work-family conflict exerted a serial mediating effect in the relationship between family support and depression in this teacher group. The findings of the study indicate that teachers who encounter diminished levels of familial support are more prone to manifest elevated degrees of depression. This phenomenon may be attributed to the fact that such teachers face greater subjective time pressure and more intense work-family conflicts, which exacerbate depression. Therefore, the provision of enhanced family support and encouragement has been demonstrated to be an effective means of alleviating the stress and depression experienced by these teachers, thereby promoting their mental health.

This study aims to analyze the influence of emotional intelligence, social support, and work-family conflict on teacher work stress. The research method uses mixed methods with concurrent triangulation design, this study integrates qualitative and quantitative analysis which then the results are linked to each other. The population is 77 people, with a sample of 36 married female teachers at SMAN 1 Cirebon. Data collection through questionnaires, interviews, observations, and literature studies. Data analysis uses path analysis and test results with t-test. The results of the study indicate that emotional intelligence, social support, and work-family conflict have a significant influence on work stress in married female teachers at SMAN 1 Cirebon. However, partially only the work-family conflict variable has a positive and significant influence on work stress in married female teachers at SMAN 1 Cirebon.

This study aims to explore the relationship between Family Supportive Supervisor Behaviors and The impact of work family conflict on teachers' willingness to resign. A survey was conducted on 420 vocational college teachers from 11 cities in Jiangsu Province. Reliability and validity tests, as well as structural equation modeling, indicate that work family conflict has a positive impact on teachers' intention to resign. In addition, Family Supportive Supervisor Behaviors plays a partial mediating role between work family conflict and turnover intention. This study enriches the understanding of the relationship between work family conflict and turnover intention, highlights the mediating role of Family Supportive Supervisor Behaviors , further expands the applicability of Family Supportive Supervisor Behaviors theory, provides theoretical basis for subsequent research, and provides substantive teacher management suggestions for school managers. By reducing work family conflicts and optimizing school leadership and Family Supportive Supervisor Behaviors, the turnover rate of teachers can be reduced.

Past research provided strong evidence that positive family–school partnerships were not only beneficial for students’ school success, but they also helped to promote parental involvement in schooling. However, relatively little is known about teachers’ reasons for becoming engaged in family–school partnerships and the benefits of their engagement. In fact, the role of teachers in family–school partnerships requires prosocial actions (e.g., helping, sharing, feeling empathy). As guided by self-determination theory, previous studies suggest that prosocial-oriented persons tend to take prosocial actions and these actions tend to promote a social connection, thereby promoting well-being. To the best of our knowledge, this assumption has not been applied to research on family–school partnerships yet. The aim of this study was to examine whether teachers’ prosociality would be associated with their well-being at work (i.e., job satisfaction, work-related self-esteem) and whether this connection would be mediated by teacher engagement in family–school partnerships. Using the framework of the Vodafone Foundation Germany, we focused on two important aspects of teacher engagement: effective communication and educational cooperation. A total of 190 teachers (72% females; mean age: 44.78 years) participated in an online-survey. In line with SDT, teachers’ prosociality was associated with greater well-being at work even after controlling for teachers’ background (age, gender, experience, school track). As expected, this connection was partially mediated by teacher engagement in family–school partnerships. The results and implications of the present study are discussed.

Abstract Teaching requires high levels of emotional involvement. This study investigated the relationship between work family conflict, emotional exhaustion, and perceived support (supervisor, co-workers, and spouse) among 375 female teachers who had young children and worked in urban public schools in Kenya. The study investigated whether (1) there was a relationship between work-family conflict and emotional exhaustion; (2) support from work (supervisor, co-workers) and family (spouse) ameliorated the emotional exhaustion that the teachers faced; and (3) support moderated the relationship between work-family conflict and emotional exhaustion. The survey results indicated that teachers’ strain-based work interference with family was related to emotional exhaustion. Supervisor support was negatively related to emotional exhaustion, but co-workers’ or spousal support was not; and supervisor support did not moderate the relationship between strain-based work interference with family and the emotional exhaustion that teachers experienced. The findings imply that supervisor support did not buffer teachers from experiencing high levels of stress either from work or emotional exhaustion. Schools should be sensitised to offer more support to teachers on how to reduce emotional exhaustion. Spouses should offer more support at home. Further studies should investigate how personal resources can mitigate emotional exhaustion. Work-family conflict and other dimensions of burnout should also be studied among teachers.

This study aims to analyze the significance of the influence of work family conflict, workload, and work stress on the performance of female teachers of SMA Muhammadiyah 1 Sragen. This study used a survey method conducted on female teachers of SMA Muhammadiyah 1 Sragen. Data collection in this study used a questionnaire distributed to respondents. The population in this study, namely all female teachers of SMA Muhammadiyah 1 Sragen which amounted to 31 teachers. The sample in this study amounted to 31 female teachers using the census method. The study used instrument tests and classical assumption tests. Data analysis techniques used in this study used descriptive analysis, multiple linear regression analysis, t test, F test, and coefficient of determination (R2). The validity and reliability test results show that the variables of work family conflict, workload, work stress, and teacher performance are valid and reliable. The results of the classical assumption test show that all classical assumption tests pass. The results of this study obtained a regression equation, namely Y = 19.239 - 0.071 X1 + 0.596 X2 - 0.199 X3. The results of the t test show that the variables of work family conflict and work stress do not have a significant effect on the performance of female teachers of SMA Muhammadiyah 1 Sragen. The results of the F test indicate that the model used to test the effect of work family conflict variables, workload, work stress, and teacher performance is appropriate. The coefficient of determination (R2) = 0.300, meaning that the magnitude of the contribution of the independent influence of work family conflict, workload and work stress on teacher performance is 30%.

Education is vital in life. Educators must excel in their roles as leaders in formal education and perform well in their jobs. Any issues arising from these aspects will affect the assessment of a teacher's job performance in a school. This research aims to examine the influence of emotional intelligence, work-family conflict, and non-work presenteeism on teacher job performance at SMP-SMA Dian Harapan, Daan Mogot Jakarta. A questionnaire was distributed to gather data from 73 teachers. This study is quantitative research using path analysis as the analytical method. The results indicate that emotional intelligence has a positive influence (0,390) on job performance, while work-family conflict and non-work presenteeism have a negative influence (-0,030 and -0,293) on job performance.

The aim of this study to examine the role of Work-Family Conflict (WFC) and Workplace Spirituality in predicting Organizational Citizenship Behavior (OCB). 121 teachers participated in this research.Instruments used in this study are OCB (Podsakof, 1980), Work Family Conflict Scale (Carlson et al, 2000) and Wokplace Spiritulity Scale ( Asmos & Dunchon, 2000). Multiple regression analysis is used to analyzed the data. Results indicated that Work Family Conflict and Workplace Spirituality predict OCB with value R2 = 40.2%, F (2.97), 32.652, P <0.01, in which 40.2% OCB predicted by WorkFamily Conflict and Workplace Spirituality, while 59.8% influenced by other factors . Result shows that, WFC negatively corelate with OCB and Workplace Spirituality shows greater correlation in predicting OCB in compare to WFC. Kindergarten teacher show highest OCB and workplace spirituality in compare to elementary and junior high school teachers. However, there is no significant different in term of WFC across demographic. Therefore, schools are expected to create policies and intervention programs that can reduce Work-Family Conflict and improve Workplace Spirituality to promote a better Organizational Citizenship Behavior among teachers.

The aim of this study to explore conflict and coping strategies employed by unmarried female teachers to manage the demands of both work and personal life more effectively. Being a teacher is complex and it is more complex in women gender, especially in balancing professional duties and personal life, known as work-family conflict. In reality, this conflict is not exclusive to married women with families but also affects unmarried women. Greenhaus & Beutell (1985) defined the conflict based on three types, namely time-based conflict, strains-based conflict, and behaviour-based conflict. To deal with it, Stuart and Sundeen (1991) defined two types of coping mechanisms that individuals employ: problem-focused coping (direct action) and emotion-focused coping (palliative form).  The study using a qualitative approach and phenomenological design to explore deeply regarding the phenomenon. Through qualitative interviews with four unmarried female teachers the findings reveal diverse perspectives on time-based, strain-based, and behavior-based conflicts. The participants articulate the time-based conflict arising from extended work hours, impacting the quality of family interactions. Strain-based conflict is illuminated through external impositions, continuous communication demands, conflicting family and work pressures, and the emotional toll of career decisions. Behavior-based conflict underscores the challenges of adapting behavior to meet divergent expectations, affecting emotional well-being and identity. In response to these conflicts, the coping strategies employed by the participants predominantly lean towards emotion-focused mechanisms. The implications of the research highlight the need for tailored interventions that recognize individual experiences and promote a harmonious integration of work and family roles. Recommendations include the development of workplace policies supporting work-life balance, training on adaptive behavior strategies, and fostering a supportive organizational culture. By addressing these findings, the research contributes to a deeper understanding of the complexities surrounding work-family conflict and coping mechanisms among unmarried female teachers..

Teacher burnout is a pressing global issue with significant implications for educational quality. Although work-family conflict (WFC) is a well-documented cause of teacher burnout, the psychological mechanisms underlying this relationship remain insufficiently understood and warrant examination through the lens of individual resources and positive psychology. This study investigated the relationship between work-family conflict (WFC) and burnout among Chinese elementary and middle school teachers, with a specific focus on the mediating and moderating roles of hope and a stress-is-enhancing mindset. Data were collected from 452 teachers (including 355 females) using well-validated scales. The results revealed that: (1) WFC was found to be directly and positively associated with burnout, as well as indirectly associated through the mediating role of hope. (2) A stress-is-enhancing mindset moderates the negative association between WFC and hope. Specifically, the negative association between WFC and hope was significantly weaker among teachers with a high level of this mindset compared to those with a low level. These findings suggest that fostering hope and cultivating a stress-is-enhancing mindset can mitigate burnout risk, pointing to a viable pathway for promoting occupational well-being by developing teachers' psychological resources.

This study examines how protective factors contribute to teacher resilience and sustainable wellbeing during remote teaching, focusing specifically on parent-teachers who are balancing professional responsibilities with childcare. Within the broader context of research on educator resilience and professional practice, it explores the associations between social and organizational support, work–family conflict (WFC), and parenting self-efficacy (SE) and satisfaction, factors linked to educators’ capacity to manage dual roles effectively. The hypotheses were that (1) WFC would negatively correlate with parenting SE and satisfaction; (2) support from friends and family and from the workplace would be associated with lower WFC and higher parenting SE and satisfaction; and (3) WFC would mediate the relationship between support and parenting outcomes. Using a mixed-methods design with quantitative scales combined with open questions, data were collected through retrospective self-report questionnaires in relation to the COVID-19 lockdowns. The sample included 474 teachers who teach in schools in Israel and have children aged 0–12. The predictive mediation model confirmed the first two hypotheses, with partial support for the third. Qualitative findings provide insight into parent-teachers’ experiences, including gender-based differences, and emphasize factors associated with their adjustment to remote instruction. These findings contribute to understanding how social and organizational support—forms of collaborative and resilience-promoting mechanisms—may have an important role in promoting educator wellbeing through their negative association with work–family conflict. The findings should be examined further in longitudinal or experimental research and in additional cultural and educational contexts to examine their generalizability, as well as causality. Nonetheless, the findings provide possible directions for policy and interventions aimed at fostering resilience and sustainable wellbeing among teachers, particularly those navigating dual roles in their personal and professional lives.

Work-family conflicts have become increasingly important for organizations to consider. Its challenges in the world of work and family in recent decades have stimulated much research on the subject matter. Also, there are a number of factors that can lead to increased work-family conflict. Therefore, this study investigated the influence of job stress and work environment on teachers’ work-family conflict in Ijebu North public secondary schools, Ogun State, Nigeria. Two hypotheses were formulated and tested to guide this study. A descriptive survey research design was employed in this study. The population for the study consisted of all teachers in public secondary schools in Ijebu North local government of Ogun State, Nigeria. A sample of one hundred and twenty (120) respondents was selected for this study using multi-stage sampling procedure and simple random sampling technique. Four (4) research instruments were used for the study. The instruments are Demographic Data Form (DDF), Teacher Stress Inventory (TSI), Work-Family Conflict Scale (WFCS) and Work Environment Questionnaire (WEQ). Findings of the study revealed that there was a significant composite and relative contribution of job stress and work environment on teachers’ work-family conflict in Ijebu-North Public Secondary Schools, Ogun State, Nigeria (R=.320; R2 =.103; F (2, 117) = 6.691; P<.05). Work environment is the most potent predictor of teachers’ work-family conflict in Ijebu-North Local Government (B = .280; t = 2.803, P > 0.01) followed by job stress (B = 0.71; t = .705, P > 0.01). Based on these findings, it was recommended among others that the school as an organisation should assist teachers to better coordinate workplace and family roles by offering family-friendly benefits. It was also suggested that the school should create a good atmosphere for teachers so as to be able to relax and have fun during leisure hours.

Imbalance in the number of teachers has led to the emergence of new teacher turnover proposals. This contradicts the mutation policy outlined in Minister of Administrative and Bureaucratic Reform Regulation (Permenpan RB) Number 36 of 2018 and Number 23 of 2019 regarding the Criteria for Determining Civil Servant Needs and the Implementation of Civil Servant Candidate Selection. The trend of proposals for civil servant teacher turnover has shown an increasing tendency over the past 3 years, particularly from 2020 to 2022. This study aimed to identify and analyze the impact of family conflicts on the turnover intention of civil servant teachers. The research methodology employed a mixed-method approach (MMR), combining qualitative and quantitative analyses. Primary data collection involved distributing questionnaires to 394 teacher respondents, conducting interviews with experts, and employing Structural Equation Model (SEM) PLS for data analysis. The research findings indicated that Work-Family Conflicts significantly influenced the turnover intention of civil servant teachers, with a path coefficient of 0.506, a p-value of (0.000 < 0.005), and a t-value of (12.830 > 1.96). Recommendations that could be implemented by the Bogor District Education Office to reduce the number of proposals for civil servant teacher turnover include policies aligning civil servant placements with residential zones, conducting a comprehensive analysis of school-specific teacher requirements, fostering commitment and support from school leadership, and implementing sanctions and incentives (such as providing scholarships) as outlined in the PermenpanRB.

OBJECTIVE In recent years, numerous studies have highlighted the positive impact of student gratitude on individual development. However, a significant gap remains in the literature concerning how student gratitude influences teachers' family behavioral performance in their daily lives. This paper introduces Conservation of Resources (COR) Theory to examine the mediating effect of work-family enrichment on the relationship between student gratitude and teachers' family role performance, while also investigating whether intrinsic motivation moderates this relationship. METHODS In this study, data were collected from a sample of 1, 068 teachers and their spouses involved in student management and teaching activities across 21 colleges and universities in northwestern and southeastern China, utilizing a two-wave time-lagged method. The assessment of college teachers was conducted using the gratitude scale, family role performance scale, work-family enrichment scale, and intrinsic motivation scale. To investigate the moderated mediation effects, SPSS 26. 0 and Amos 24. 0 statistical software were employed for data analysis and hypothesis testing. RESULTS Perceived student gratitudesignificantly predicts teacher' s family role performance. Work-family enrichment serves as a mediator in the relationship between perceived student gratitude and teachers' family role performance. Addditionaly, intrinsic motivation moderates both the relationship between perceived student gratitude and work-family enrichment, as well as the indirect effect of perceived student gratitude on teachers' family role performance through the mediation of work-family enrichment. CONCLUSION This study enhances our understanding of how perceived student gratitude impacts teachers' family role performance, enriches our knowledge of the role of intrinsic motivation in this context, and broadens the antecedent research related to Conservation of Resources (COR) theory. The findings underscore the importance for administrators of higher education institutions to emphasize and promote the expression of perceived student gratitude. Furthermore, universities and colleges should also consider the family needs of teachers when facilitating the realization of their intrinsic motivation, thereby enabling teachers to achieve a better balance between their professional and family lives.

The pursuit of happiness is an individual’s goal in life, and an individual’s fulfillment in life, work, and psychology are essential dimensions of happiness. Emotional intelligence and work-family climate are important factors affecting individual happiness, but the mechanism of their influence on happiness is not well defined. This paper conducted an empirical study on the relationship between college teachers’ emotional intelligence, work-family support and wellbeing through questionnaires and structural equation modeling methods, and the results showed that (1) there are some differences in the demographic characteristics of college teachers’ emotional intelligence, work-family support, and wellbeing; (2) both college teachers’ emotional intelligence and work-family support can positively predict their wellbeing; (3) college teachers’ emotional intelligence positively predicted their work-family support and work-family support partially mediated the relationship between emotional intelligence and wellbeing. The study reveals the internal mechanism by which the emotional intelligence of college teachers affects their wellbeing and that improving their emotional intelligence and work-family support atmosphere can help enhance their wellbeing.

University faculty, including female teachers, often face work-family conflict (WFC) which subsequently impacts their work engagement. This study analyzes data from 489 questionnaires using Mplus 8.0 to explore the internal mechanisms linking WFC and work engagement among female faculty. The study uncovers several significant findings: (1) a negative correlation between WFC and female teachers’ work engagement; (2) job burnout mediates this relationship; (3) job crafting and grit both moderate this relationship. These insights enrich human resource management theory and offer valuable guidance for the development and implementation of university management systems.

University teachers face high risks of burnout, especially under increasing demands for educational quality. Burnout has been associated with poorer mental health, reduced teaching effectiveness, and lower student outcomes. Drawing on the Conservation of Resources Theory, this study explores the relationships among work-family support (WFS), occupational stress (OS), and burnout, with psychological capital (PsyCap) as a potential mediator. A total of 308 university teachers from China completed validated scales measuring WFS, OS, PsyCap, and burnout. Data were analyzed using SPSS 26 to test direct and mediating relationships. Results indicated that WFS was negatively correlated with burnout, while OS was positively correlated. PsyCap was found to be a significant statistical mediator in the relationships between WFS, OS, and burnout. Higher PsyCap was associated with lower levels of burnout. These findings suggest that WFS and OS are significantly associated with burnout among university teachers, and that PsyCap may function as a psychological resource related to reduced burnout. Enhancing PsyCap may provide a practical direction for mitigating burnout and developing sustainable and supportive academic environments. Plain Language Summary Why do University Teachers Experience “job burnout”? Evidence from Work–Family Support, Occupational Stress, and Psychological Capital This study set out to understand why some university teachers feel extremely tired, lose motivation, and struggle to stay engaged in their work. We expected that when teachers receive more support from their workplace and family, they would feel less burned out, while high stress would increase burnout. We also thought that “psychological capital”—a personal resource that includes hope, confidence, resilience, and optimism—might be a key link between support, stress, and burnout. University teachers often juggle teaching, research, administrative work, and family responsibilities. While these roles can be rewarding, ongoing pressure can leave them exhausted. We surveyed 308 teachers from five universities in eastern China and found that more support was linked to less burnout, whereas greater stress was linked to more burnout. Psychological capital acted like a bridge, turning support into positive energy and reducing the harm caused by stress. These findings suggest that reducing burnout is not just about lowering stress but also about building personal strengths. Universities can help by offering flexible policies, creating a supportive environment, and providing training to boost teachers’ confidence and resilience, helping them thrive in both work and life.

High turnover among early childhood teachers (ECTs) affects children's quality of care and development at a vital stage. Our study explored the antecedents of ECTs’ turnover intention and the buffers against it. Drawing on the conservation of resources theory, we proposed that work–family conflict (WFC) and family–work conflict (FWC) increase ECTs’ turnover intention by undermining their work engagement. We further posited that ECTs’ career calling can buffer the deleterious effects of WFC and FWC on work engagement. To test these hypotheses, we surveyed 321 South Korean kindergarten teachers and analyzed the proposed mediating and moderating effects. We found that kindergarten teachers’ work engagement significantly mediated the relationship between FWC and turnover intention but observed no mediating effect on WFC. Furthermore, career calling moderated the relationship between work engagement and WFC, but not FWC. Policymakers should note the differential roles of WFC and FWC in ECTs’ work engagement and turnover intention. Furthermore, they should recruit teachers with a strong career calling, as it provides a buffer from WFC and facilitates sustained work engagement among ECTs.

Purpose The occupational well-being of early childhood teachers, as a crucial measure of the stability of the early childhood workforce, is increasingly becoming a core topic of interest within the education system. Work-related stressors, particularly work–family conflict, have drawn significant attention for their impact on the occupational well-being of early childhood teachers, becoming a prominent issue in the education field. However, current research rarely explores the relationship between these factors and the underlying mechanisms involved. Therefore, this study aims to investigate the relationship between work–family conflict and the occupational well-being of early childhood teachers and the mediating role of psychological empowerment and job crafting. Methods This study conducted a survey involving 1,200 early childhood teachers from Guangdong Province, China, using personal information forms and four scales. The collected data were processed and analyzed using SPSS 27.0. Results Work–family conflict showed a significant negative correlation with early childhood teacher’s occupational well-being (β = −0.268, p < 0.001). Psychological empowerment (indirect effect size = −0.049) and job crafting (indirect effect size = −0.019) partially mediated the relationship between work–family conflict and occupational well-being. Furthermore, psychological empowerment and job crafting played a chain mediating role between work–family conflict and occupational well-being (indirect effect size = −0.036). Conclusion This study reveals the underlying mechanisms by which work–family conflict affects early childhood teachers’ occupational well-being. The findings demonstrate that work–family conflict has a direct and negative impact on the occupational well-being of early childhood teachers. Psychological empowerment and job crafting both partially mediate the relationship between work–family conflict and occupational well-being among early childhood teachers, and they also function in a serial mediating role within this association. The study provides crucial evidence supporting the significant impact of work-related stressors on early childhood teachers’ occupational well-being, serving as a reference for policymakers and educators in developing interventions targeting occupational well-being.

The purpose of this study is to reveal the role that demographic characteristics of teachers (Gender, age) play along with their social characteristics (marital status, children, position of responsibility, education level) in order to understand better the role of work-family interface and family-work interface. This revelation could lead to targeted intervention planning, which could then bring to beneficial results for both teachers and the educational institutions that they work for. The results revealed that female teachers, as well as young teachers, experience a greater degree of work-family conflict. They also revealed that teachers who are in a divorce related experience, face family-work conflict as they do not reap the beneficial benefits of family-work enrichment. Holding a position of responsibility seems to enrich the characteristics of work and family as well as the existence of children seems to enrich the family-work connection. Finally, secondary school teachers seem to experience the adverse effects of the work-family interface and family-work interface.

Abstract Job satisfaction significantly impacts teachers’ overall well-being and mental health. Research reveals a strong connection between employment status and mental health, with teaching being a particularly stressful profession. The COVID-19 pandemic exacerbated these challenges, with the shift to online education and limited support causing heightened stress, anxiety, and depression. This study analyses scientific literature exploring the link between job satisfaction and mental health (depression, stress, and anxiety) in teachers. By examining relevant articles in major databases like Web of Science, PSYNDEX, PsycINFO, MEDLINE, EMBASE, and Google Scholar, the research identifies numerous sociodemographic and institutional factors contributing to teachers’ mental health struggles, including workload, teaching experience, job satisfaction, gender, and the nature of online education. The findings highlight the urgent need for educational policymakers to develop policies prioritizing teacher well-being, especially during times of crisis. This involves addressing factors affecting job satisfaction and implementing strategies to promote mental health support for educators.

The COVID-19 pandemic and related school disruptions have led to increased concerns for the mental health of teachers. This study investigated how the challenges and systemic supports perceived by teachers during the COVID-19 pandemic were associated with their mental health and workplace well-being. This cross-sectional, survey-based study was conducted in February 2021, just prior to the third wave of the pandemic in British Columbia (BC), Canada (N = 1,276). Four multivariable linear regression models examined the associations between teachers’ pandemic-related challenges (pandemic-related personal stressors, teacher workload, difficulty implementing safety measures, meeting students’ needs), systemic supports (education system mental health and well-being support), and four mental health (psychological distress, and quality of life) and workplace well-being outcomes (job-related positive affect, turnover intentions), adjusting for sociodemographic and school characteristics. The Pratt index (d) was used to assess the relative importance of each predictor. A thematic qualitative analysis was conducted on teachers’ open-ended responses. Teachers’ workplace well-being (job-related positive affect and turnover intentions) was predominantly associated with their perceptions of education system support for their mental health and well-being (d = 46%, d = 41%, respectively). The most important predictor of general mental health (psychological distress and quality of life) was the number of COVID-19 related personal stressors teachers reported (d = 64%, d = 43%, respectively). The qualitative analyses corroborated and expanded upon the quantitative findings. Understanding pandemic-related challenges and supports impacting teacher mental health and workplace well-being equips us to make evidence-informed policy decisions to support teachers now and in future school disruptions.

ABSTRACT Ofsted inspections of Initial Teacher Education (ITE) providers aim to enhance training quality for pre-service teachers in England. However, research rarely examines the impact of these inspections on the wellbeing of Teacher Educators (TEs) based in Higher Education Institutions (HEIs). This study, part of a broader investigation into burnout among HEI-based TEs in Ireland and the UK, focuses on the English context, where the inspection practices of Ofsted have been identified as significant stressors. Drawing on data from the Copenhagen Burnout Inventory (CBI), open-ended survey questions and interviews, this study provides preliminary insights into the mental health effects of Ofsted inspections on TEs. It reveals that inspection processes contribute to anticipatory stress, increased workload, and performative pressures, negatively impacting TEs’ professional morale and wellbeing. The paper recommends reforms such as predictable inspection schedules, streamlined documentation, and dedicated mental health support for TEs during the inspection period.

Purpose This research explores how overtime work affects the mental health and social integration of high school educators in Vietnam, considering different work contexts. Given the widespread prevalence of overtime among Vietnamese teachers and its potential negative impact, this study aims to inform policymakers and develop interventions for better support. Ultimately, improving teacher well-being will benefit both educators and the communities they serve. Design/methodology/approach An online survey form was sent to 1,072 teachers in 63 high schools across the country. General-form regression models were used to test the hypotheses. Findings The findings reveal a positive association between workload (WO) and mental health (MH). Specifically, teachers who work longer hours are more prone to mental health issues and feel less socially included. This study found that weekend and holiday work (WWH) intensify the negative impact of overtime work on mental health. This suggests that as the amount of weekend and holiday work increases, the detrimental effect of overtime on mental health becomes stronger. Contrary to expectations, this study suggests that increased work demands in both public and private schools exacerbate the negative impact of overtime work on mental health. Research limitations/implications This study contributes the discourse beyond the health risks of prolonged work hours by examining the “individual-centric” perspective of mental health. This research investigates the impact of overtime work on the mental health of Vietnamese educators, thus enriching the literature on the “individual-centric” aspect. Practical implications This research underscores the detrimental effects of working beyond regular hours on the mental well-being and social perception of educators. Maintaining a positive social attitude among teachers and school administrators is crucial for job satisfaction, employee well-being and retention in demanding professions. School managers and educators must acknowledge the risks associated with prolonged work hours, including negative impacts on physical and mental health and disrupted work−life balance. Implementing regular work hours is imperative for enhancing teachers’ mental and emotional health. Social implications These findings highlight the crucial role that overtime work plays in mental health and provide valuable information for social interventions promoting societal harmony and happiness. Originality/value To the best of the authors’ knowledge, this is one of the first studies examining the impact of overtime work on teachers’ mental health in Vietnam’s educational system.

A key component of productive instruction settings and long-term academic achievements in the field of instruction is the psychological well-being of educators. In this paper, the vital topic concerning educator psychological wellness is examined, with a focus on its base principles. It explores the variables like workload, learning environments, and institutional pressures that lead to psychological issues among teachers. The obligation for school establishments to improve the wellness of educators via professional growth and assistance networks is also covered. This paper also looks at how educator’s psychological condition affects happiness at work and how it relates to interactions between educators and their pupils. By focusing on these areas, the study hopes to shed light on how to create a nurturing atmosphere that supports the wellness of educators and yields successful learning results. This abstract provides a brief overview of the key elements covered in the research paper on the mental health of teachers. This abstract aims to eloquently capture the essence of the research paper, highlighting its significance and offering a glimpse into the comprehensive exploration of teacher mental health within the educational context.

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This study investigates the relationship between teachers' mental health literacy and their levels of burnout in public elementary schools. It explores key demographic and professional characteristics, mental health literacy, and burnout dimensions, including emotional exhaustion, depersonalization, workload stress, and reduced personal accomplishment. The teacher profile reveals that the majority have 1-5 years of service, with a significant portion pursuing advanced education. Most teachers are married, highlighting a young and educated workforce balancing professional and personal responsibilities. Findings indicate that teachers possess strong mental health literacy, as evidenced by positive attitudes toward stigma reduction, accessing help, self-awareness, and mental health first aid skills. Despite this, burnout remains a concern, with emotional exhaustion, depersonalization, and workload stress notably affecting their well-being. Reduced personal accomplishment also highlights areas of diminished motivation and job satisfaction. The analysis reveals no significant relationship between mental health literacy and burnout, as all constructs stigma reduction, accessing help, self-awareness, and mental health first aid skills show low r-values and high p-values across burnout dimensions. This suggests that while mental health literacy is crucial for general well-being, factors such as workload and systemic pressures likely play a greater role in teacher burnout. The study concludes that enhancing mental health literacy is essential but must be paired with strategies addressing broader challenges to effectively reduce burnout and support teachers’ well-being and effectiveness.

Background: Teachers' mental health is a crucial factor in creating a healthy and conducive school environment for learning. However, the workload and psychosocial stress experienced by teachers can interfere with their mental health conditions, so appropriate interventions through mental health promotion are needed. This study aims to conduct a needs assessment for mental health promotion among teachers in junior high schools in Yogyakarta City as an effort to support the healthy school program. Methods: This study applied a Cross-sectional research design and Chi-Square analysis, and Fisher's Exact test. A total of 42 people were sampled in this study, using the total sampling technique. The instruments used included personal data sheets, as well as questionnaires to assess the level of work stress and mental workload. Results: The results showed that most of the respondents were female, as many as 26 people (61.9%), with age >34 years, as many as 23 people (54.8%), and tenure >5 years, as many as 25 people (59.5%). There were 18 teachers (42.9%) who experienced work stress, and most of the teachers stated that the workload was experienced at a moderate level, namely 38 people (90.5%). There is a relationship between mental workload and work stress in teachers with a p-value of 0.027 (p<0.05). Conclusion: The higher the mental workload, the more likely teachers are to experience job stress. These findings are important for improving teacher welfare, which in turn will support the creation of a positive and quality learning climate in schools. This study contributes to the development of sustainable mental health programs for teachers as an integral part of efforts to create healthy schools in Indonesia

Too long work hours of Japanese school teachers, along with an increasing number of teachers taking leave due to mental illness, are well known and recognized as a serious social problem. In order to prevent the spread of COVID-19 by reducing the density in the classroom, the Japanese government has decided to reduce the upper-limit of class size in primary schools after 2021, which is expected to result in lowering the student-teacher ratio. The aim of this study was to examine the association between student-teacher ratio, teacher work hours and teacher stress. Data on student-teacher ratio, teacher work hours, and teacher stress were obtained from a large-scale international survey conducted by OECD. The number of teachers participated in the survey was 3308 (primary school) and 3555 (lower-secondary school). After excluding teachers with missing observations, the analytic sample consisted of 2761 (primary school) and 3006 (lower-secondary school) teachers. Multivariate regression analysis was performed. Regression results revealed that student-teacher ratio was positively correlated with total work hours and workload stress of teachers. In particular, teachers working in schools with high student-teacher ratio spent more time on time-consuming tasks such as marking/correcting student work and communication with parents or guardians. The coefficient estimates suggested that, on average, lowering the student-teacher ratio by five in lower-secondary school was associated with 2.8 hours shorter working hours per week (p<0.001). Our empirical results suggested that the class-size reduction policy starting in 2021 could reduce teacher stress and long work hours through the consequent decrease in student-teacher ratios.

BACKGROUND: Under the background of the information society, teachers’ pressure from work and life is increasing. Meanwhile, the working pressure has a potential inevitable connection with the physical and mental health of teachers. OBJECTIVE: To analyze the correlation between working pressure of workers and mental health status, expand the application of the job demand-resource stress (JD-RS) model in the adjustment of working characteristic pressure, and achieve the coordinated development between working pressure and mental health. METHODS: The occupation of the teacher is taken as the research object. First, the pressure source questionnaire and Symptom Check List 90 (SCL-90) are chosen to measure the working pressure and mental health. Also, the reliability and validity of the pressure source questionnaire are tested. Second, the gender, duty, teaching age, and workload of teachers are chosen as the foundation for comparing and analyzing the impact of various dimensions and project factors on teachers’ working pressure and mental health. Finally, based on the method of univariate linear regression analysis, the correlation between teachers’ working pressure and mental health is analyzed and characterized. RESULTS: The measurement tool based on the pressure source questionnaire has good performance reliability and validity. The five dimensions of Cronbach’s coefficients are all greater than 0.8, and the indicators of fitting all meet psychometrics requirements. Significance analysis shows that different genders, duties, teaching ages, and workloads have different levels of significant influence on teachers’ working pressure and mental health. Linear regression analysis shows that teachers’ working pressure has a significant impact on their physical and mental health, which has a predictive effect. Teachers who bear high-intensity pressure have psychological problems. CONCLUSIONS: The research based on the JD-RS model has a positive role in promoting the balanced and coordinated development of working pressure and the physical and mental health of employed workers.

Educators play a crucial role in shaping future generations, yet they often encounter significant challenges related to stress, workload, and emotional demands. This study presents a comprehensive framework designed to enhance and sustain teacher well-being by integrating physical, mental, social, and professional aspects. Grounded in interdisciplinary research, the framework addresses essential factors such as workload management, stress reduction techniques, professional growth, and the development of supportive school environments.The paper highlights the significance of institutional policies, mindfulness practices, and community engagement in strengthening resilience and job satisfaction among teachers. Through both qualitative and quantitative analysis, it identifies key interventions and support mechanisms necessary to mitigate burnout and improve overall well-being.By contributing to the expanding body of research on teacher sustainability, this study offers practical insights for policymakers, school leaders, and educators. Emphasizing a holistic approach, the framework seeks to empower teachers, enhance their professional effectiveness, and cultivate a positive and nurturing educational environment.

This study explores the reasons for chronic teacher absenteeism, which is a growing concern due to the resulting expenses and implications on student learning. Twenty-one elementary teachers from seven different Michigan school districts were interviewed about their experiences with and perceptions of teacher absenteeism. Using interpretive lenses from the management literature on employee absenteeism and education literature on teacher mental health and burnout, chronically absent teachers in this study used paid time off for job-related mental health more often than for personal reasons compared to non-chronically absent teachers. Participants cited working conditions that often drive teacher turnover as common reasons for decisions to be absent such as student behaviors, large class sizes, accountability pressures, lack of building and administrative support, lack of resources, increased workload, performing additional duties above and beyond teaching, and compensation dissatisfaction. Teachers were largely unaware of district attendance and incentive policies. Some felt teacher pay was low and inconsistent with the stress of the job, using these views to justify taking more days off as part of their total compensation package. These findings suggest that structural and organizational factors can evoke feelings of teacher burnout and contribute significantly to chronic absenteeism for teachers in this study.

Teachers with mental illness are vulnerable to work-related triggers that can lead to relapse, affecting their mental health and ability to recover, stay employed, and deliver quality education. This empirical study explored such triggers among public school teachers in Limpopo Province, South Africa. Using Bronfenbrenner’s Ecological Systems Theory, a qualitative phenomenological design was adopted. Semi-structured face-to-face interviews were conducted with 14 participants that were purposively selected across four hospitals. Data were audio-recorded, transcribed verbatim, and analyzed using Tesch’s eight-step open-coding method. Findings revealed being gossiped about by colleagues, excessive workload, limited leadership and parental support, classroom management challenges, high performance expectations without support, and inadequate teacher mental health policies in schools. These triggers can lead to frequent absenteeism and poor teaching outcomes. They will further increase the risk of medication resistance and long-term cognitive decline due to progressive structural brain damage as a result of multiple relapses. The study highlights the urgent need for multi-stakeholder collaboration, including clinicians, academic institutions, union representatives, and the Department of Basic Education, to co-develop effective, context-sensitive strategies to mitigate work-related triggers of mental illness relapse. These strategies are not only essential for enabling long-term workforce participation but also advancing sustainable mental health and well-being.

Background: Stress impacts physical and psychological well-being, affecting mental and physical health. Job satisfaction, influenced by work conditions and relationships, is crucial for productivity and workplace success. In teaching, occupational stress is a significant concern, with workload, pay, and burnout affecting job satisfaction and educational outcomes. Balancing stress and job satisfaction is essential for improving teacher well-being, motivation, and educational quality. Methods: A web-based quantitative study conducted in Nepal from August to November 2024 compared job satisfaction and stress levels among teachers using a self-administered questionnaire distributed via Google Forms. Data were collected from 323 school teachers aged 20 to 59 teaching levels from Early Childhood Development (ECD) to Grade 12 through a snowball sampling method. Results: ECD teachers have significantly lower job satisfaction levels (P = 0.036), while all other teachers are less satisfied than permanent teachers (P < 0.001). Teachers with over 20 years of experience are more satisfied (P = 0.008), while those who have only passed the SLC exam are less satisfied (P < 0.001). Teachers aged over 45 experience significantly lower stress levels (P < 0.001). Teachers at the 10+2 quota (P = 0.003), secondary level (P < 0.001), and lower secondary level (P = 0.035) reported lower stress levels, while ECD teachers exhibited higher stress levels (P = 0.002). Teachers belonging to the Muslim, Christian, or Kirat religions reported higher stress levels (P = 0.028), and unmarried teachers also experienced higher stress levels (P < 0.001). Conclusion: Policy reforms should prioritize fair salaries, equitable promotions, and improved workload management to support high-stress groups and enhance the teaching environment.

The present article performs a comparative analysis of results extracted from a doctoral study focusing on the mental health of teachers in Barra do Garças/MT. One study surveyed 80 high school teachers from the State network, while the other investigated 62 teachers from the Municipal public network.. The comparison reveals a critical scenario in both spheres, with a high prevalence of mental health problems, especially depressive disorders, anxiety, and sleep disorders. Although the numerical data on prevalence and drug treatment vary between the networks (57.5% vs. approximately 33% using medication), there is a convergence in identifying workload, salary devaluation, and psychosocial factors as determinants of teacher illness. It is concluded that the psychic suffering of educators is a collective and systemic problem that transcends the teaching level and the administrative sphere.  

Teacher work stress is an increasingly worrying phenomenon in education, especially in rural educational institutions. This research aims to analyze teacher work stress management at MTs Al-Ikhlas Sukobubuk, focusing on identifying causal factors, manifestations, and efforts to minimize work stress. Using a qualitative approach, this study involved the principal and five teachers selected through purposive sampling. Data was collected through structured observation, in-depth interviews, and documentation, then analyzed using the Miles & Huberman method. The results revealed five main factors causing work stress: excessive workload, unfavorable madrasa climate, compensation mismatch, hierarchical pressure, and inadequate investment in professionalism. Manifestations of stress include emotional symptoms, fatigue, cardiovascular, gastrointestinal, and behavioral changes. Efforts to minimize stress include improving time management, strengthening communication, building supportive relationships, and maintaining physical and mental health. This research concludes the importance of a holistic approach to teacher work stress management to improve the quality of education.

Background Teachers are more likely to experience mental health issues than the general population, yet few studies focus on Chinese teachers. After the “Double Reduction” policy, teacher workload and stress have risen significantly. In Dongguan, a city actively implementing educational reforms, teacher mental health may be particularly concerning. Anxiety, depression, and burnout are prevalent mental health issues. This study examined the prevalence and factors linked to anxiety, depression, and burnout among Dongguan teachers. Methods A cross-sectional survey evaluated the mental health of primary and secondary school teachers in Dongguan, China, using two-stage random sampling. Eleven schools were randomly selected, with 30 teachers chosen from each of 330 invited participants, 313 completed the survey (94.8% response rate), and 259 valid responses were retained after excluding incomplete or inconsistent answers. The study used the Zung Self-Rating Anxiety Scale (SAS), Zung Self-Rating Depression Scale (SDS), and Maslach Burnout Inventory-Educators Survey (MBI-ES). Wilcoxon rank-sum and Kruskal–Wallis tests identified factors linked to anxiety, depression, and burnout. Variables with p ≤ 0.10 in univariate analysis were included in multivariate logistic regression, with cut-offs of 50 for SAS, 53 for SDS, 27 for Emotional Exhaustion (EE), 13 for Depersonalization (DP), and 31 for Personal Accomplishment (PA). A p ≤ 0.10 threshold was used to avoid omitting potential predictors. Results The study found anxiety, depression, and burnout prevalence rates of 19.3%, 34.7%, and 74.5%, respectively (95% CI: 14.5–24.1; 28.9–40.6; 69.2–79.9). Junior high school teachers (OR = 0.47) and those with higher education (OR = 0.39) had a lower depression risk. Female teachers (OR = 1.96) had a higher risk of emotional exhaustion (EE), while older teachers (OR = 0.923) had a lower risk of reduced personal accomplishment (PA). Anxiety and depersonalization (DP) showed no significant associations. Conclusion The study found high rates of depression and burnout among teachers, influenced by educational level, school type, sex, and age. Authorities should address these issues by clarifying teacher responsibilities, providing mental health training, and establishing monitoring systems. As a cross-sectional study, it cannot determine causality, and further longitudinal research is needed to confirm these findings.

This article analyzes the presence of Burnout syndrome among pedagogues working in Early Childhood Education and the early years of Elementary School, focusing on identifying the factors that contribute to the physical and emotional exhaustion of these professionals. A quali-quantitative approach was used, applying a questionnaire to 14 pedagogues and investigating aspects such as motivation, extreme fatigue, task overload, and professional recognition. The results indicate high levels of demotivation, limited perception of institutional appreciation, and the identification of multiple factors related to teacher stress, such as excessive workload and low salaries. The analyses reveal that the causes of Burnout are directly associated with the structural and emotional conditions of pedagogical practice, reinforcing the need for attention to teachers’ mental health and improvements in working conditions.

This study examined the impact of stress and burnout on the well-being of lecturers within Ghana's evolving Colleges of Education (CoEs). The transformation of CoEs from traditional teacher training institutions to degree-awarding entities has shifted demands and expectations, posing challenges to lecturers' physical and mental health. Addressing a critical gap in research, this study focused on this specific context. The research design employed a cross-sectional descriptive approach to capture the dynamic relationships over time. Using the multistage sampling technique, a structured questionnaire was used to collect data from 610 lecturers encompassing various disciplines and experience levels across 13 CoEs, The quantitative analysis revealed significant positive correlations between stress, burnout, and lecturers' physical health (r = .368, p = .012; r = .382, p = .009). The shift in CoE demands, including increased workload and technology integration, contribute to back pain, tiredness, and breathing difficulties. Burnout's emotional exhaustion and reduced accomplishment also impact lecturers' mental health, resulting in anxiety, depression, and concentration difficulties (r = .373, p = .001; r = .376, p = .013). These findings underscore the interconnectedness of stress, burnout, physical health, and mental health. The study highlights the need for holistic interventions, including stress management and mental health support, to enhance educators' well-being and maintain the quality of educational services within CoEs. The research contributes by addressing the dearth of context-specific data and extending theoretical frameworks. It emphasises the urgency of fostering a supportive environment amidst CoE transformation. This study informs educational institutions' efforts to prioritise lecturers' well-being in the changing educational landscape.

The study compares job satisfaction and stress levels among preschool and high school teachers. Preschool teachers face unique challenges, such as emotional nurturing and academic rigor, while high school teachers face academic pressure and behavioral management. The research found that preschool teachers reported higher job satisfaction and lower stress levels compared to high school teachers. The findings suggest the need for context-specific interventions to support teacher well-being, such as workload management, access to mental health resources, and supportive administrative practices. This not only benefits teachers but also contributes to effective teaching and improved student performance.

Teaching is a complex task that requires knowledge of what to teach, how to teach it, and how to cope with educational challenges. To perform their duties effectively, teachers’ mental well-being and inner states are essential. This study aims to define teacher resilience, give examples of the stressors and challenges that EFL/ESL college instructors face and the factors that lead to attrition and burnout. It also aims to propose strategies for coping with negative stressors. Results of a survey with a sample of EFL/ESL college instructors at five higher education institutions in Saudi Arabia who teach language, linguistics, translation and interpreting courses to undergraduate students showed that they face intellectual, emotional, and service-related stressors and challenges that impact their well-being and effectiveness such as high workload, limited support, meeting deadlines, managing their time effectively, students’ behavior and attitudes, classroom management and health concerns, financial and economic issues, balancing their work and personal, and lack of support and recognition. In addition, some instructors complained of lack of motivation and enthusiasm, fatigue, headaches, irritability, anxiety, depression, and difficulty concentrating. To combat stress, mental and emotional challenges that some instructors face, this study proposes some coping strategies based on the principles of positive psychology to help foster teacher resilience, maintain a strong and effective teaching workforce, and empower educators to thrive in their profession. These coping strategies cover psychological, pedagogical, interpersonal, and pragmatic aspects such as identifying the signs of stress, prioritizing self-care and well-being, setting achievable goals, time management and organization, embracing flexibility and adaptability, adopting a positive mindset, classroom management techniques, advocating for resources and support, attending professional development workshops, building/joining a strong support network, collaborating with other colleagues to share ideas and strategies, reflecting on and assessing their teaching practices, practicing mindfulness, quick relaxation techniques, visualization, progressive muscle relaxation, deep breathing, listening to music, regulating emotional responses, and celebrating small wins. The coping strategies posed herein are described in detail.

It is the responsibility of educators to mentor and assist students as they learn and develop behaviors that will help them succeed. Teachers' mental health frequently suffers as a result of the workload they bear in order to support students' achievement. Teachers' psychological health may be impacted by this. The purpose of this study is to ascertain the psychological well-being dynamics of an elementary school teacher in the Surabaya city. Twelve primary school teachers served as the subjects of this qualitative study. Three procedures were used to analyze the data: data reduction, data presentation, and conclusion drafting. The study's findings indicate that Surabaya's elementary school teachers' general psychological health falls within the "good" range. Additionally, out of all the dimensions, the dimension of having positive interactions with other people is the highest. In the meantime, there are two moderate elements of psychological well-being: personal progress and life purpose. The study's conclusion is that in order for the on-duty teachers to properly carry out their duties, the school must continue to support a number of psychological well-being characteristics.

The COVID-19 pandemic has caused significant upheaval in schools in Australia and internationally. The aim of this study was to map Australian teachers’ positive and negative experiences during remote and online learning. Our study took place during the first COVID-19 wave, in the early stages of lockdown. Using an online instrument, we asked 210 primary and secondary teachers about changes in their teaching roles due to COVID-19. Responses were coded for positive and negative themes using inductive thematic analysis. The majority of teachers reported negative themes (88.6%), while half also reported positive themes (44.8%). Participants reported missing their students and struggling with excessive workload demands. They also experienced difficulties tracking student progress and felt worried for student wellbeing. Interestingly, concerns about technology were less common. Indeed, 19.1% enjoyed learning new online skills and integrating IT in new ways. Implications for student–teacher relationships, mental health, and future teaching are discussed.

No abstract available

This study explores the relationship between occupational stress, classroom management, and learning resource development among public-school teachers in Bukidnon, focusing on stressors like administrative demands, working environment, and professional distress. Results indicate that teachers experience moderate to high stress, primarily due to administrative pressures, which negatively affect classroom management and resource development. While teachers generally perform well in student engagement, relationship-building, and rule enforcement, need improvement. Those with lower stress and stronger classroom management skills tend to develop and use learning resources more effectively. Regression analysis reveals that professional distress related to meaningful work motivates resource development, whereas burnout and excessive administrative tasks hinder it. The findings highlight the need to reduce administrative burdens and improve working conditions to support teacher well-being, enhance classroom management, and foster better learning resource development, ultimately improving teaching effectiveness and student outcomes.

Now-a-days stress has become an integral part of life; our teacher educators, the main spring of teacher education, are also feeling stress to meet up their professional challenges. The present study was carried out through descriptive survey method to understand the nature and extend of occupational stress prevalent among the teacher educators. To collect data “Teacher Stress Inventory (TSI)” was administered on a random sample of 300 teacher educators, chosen from self-financed B.Ed. colleges of South 24 Parganas in West Bengal. It was observed that the teacher educators on an average scored high in Time Management, Work Related Stress, Professional Distress, Discipline and Motivation, Professional Investment, Emotional Manifestation and Teachers Stress in totality, but low in Fatigue Manifestation, Cardio-vascular Manifestation, Gastro-Vascular Manifestation and Behavioural Manifestation factors of TSI. But in all of the cases the mean was above the “mild strength rating” (i.e. 1.9); so it was noticeable. From the result it might be concluded that the teacher educators were forced to experience high to noticeable amount of occupational stress and the plight was the same in case of both genders.

The modern age has provided us with many luxuries and comforts, that made our life easy but at the same time stressful also. In order to lead a luxurious life, we are working for longer hours without taking rest, which adversely affects our health and happiness and gives rise to occupational stress. Occupational stress generally occurs because of a misfit of person’s attitude, abilities, skills and the demands of the occupation and the organization. Adjustment is the process by which a person maintains a balance between the needs and the circumstances that influence the satisfaction of these needs. This paper is an attempt to examine the occupational stress and adjustment among secondary school teachers. The present quantitative study was conducted on 206 secondary school teachers. The data was collected using Occupational Stress Index by Dr. A.K. Shrivastava and Dr. A.P. Singh, and Mangal’s Teacher Adjustment Inventory (MTAI) by Dr. S.K. Mangal. The data was analyzed by employing Pearson’s Product Moment Method of Correlation. It was analyzed that significant positive relationship has been found between occupational stress and adjustment among trained male teachers of secondary schools. It was further found that no significant relationship has been found between occupational stress and adjustment among trained female teachers, untrained male teachers and untrained female teachers of secondary schools.

This study investigates the relationship between occupational stress and turnover intention among private school teachers in the Kathmandu Valley, with a particular focus on the moderating effect of leadership style. Teaching in private institutions often involves high workloads, low job security, and pressure to meet performance standards, leading to increased stress levels and the possibility of teacher turnover. Using a structured questionnaire, data were collected from 300 private school teachers and analyzed using correlation and moderation analysis. The results indicate that occupational stress has a significant and positive impact on turnover intention, suggesting that higher stress levels increase the likelihood of teachers intending to leave their jobs. Furthermore, the findings reveal that leadership style significantly moderates this relationship. Specifically, transformational leadership was found to weaken the positive link between occupational stress and turnover intention, indicating that supportive and inspiring leadership can buffer the negative effects of stress. These findings emphasize the importance of effective leadership in managing occupational stress and retaining teaching staff. The study offers practical implications for school administrators and policymakers to foster healthier work environments and adopt leadership approaches that reduce stress and enhance teacher retention in private educational institutions.

This study examines the role of higher education institutions (HEIs) in fostering entrepreneurial innovation and sustainable practices and how these initiatives impact occupational stress among women teachers. Using an empirical approach, the research collects primary data from women educators across selected colleges and universities. The study applies a structured questionnaire measuring entrepreneurial support, sustainability initiatives, and occupational stress levels. Statistical tools, including correlation and regression analysis, are employed to determine the relationships between institutional practices and teacher stress. The findings aim to offer practical suggestions for policymakers and educational administrators to design interventions that enhance both institutional innovation and teacher well-being.

Abstract: Mathematics is considered a difficult subject by many students and parents. However, at the higher secondary level, the study of mathematics is of prime importance because it opens doors to many professional studies. Hence, at this level, teachers handling the subject face pressure from multiple directions for better results — from higher authorities as well as from students’ parents. Amidst such challenges and issues, along with personal matters, there is a strong possibility that mathematics teachers experience stress that affects their daily routines. Therefore, the stress experienced by mathematics teachers is a major subject of research. The current study is an inquiry into the demographic differences among mathematics teachers, conducted by surveying a random sample of 200 mathematics teachers from higher secondary schools in the Kollam district of Kerala state, India. A standardized occupational stress scale developed by Meenakshi Sharma and Satvinderpal Kaur (2014) was used to assess the stress levels of teachers. Data analysis revealed a significant difference in occupational stress with respect to the locality of the institution and the type of school management. However, the difference was not substantial with respect to gender or teaching experience. The findings emphasise the need of appropriate interventions to mitigate the stress among mathematics teachers.

The job of the teachers is complex as it has to meet the expectations of parents, teachers, policy makers and address their once needs. These twin concerns make the life of teachers demanding and stressful. This becomes an important problem in the context of diversity of school system operative in India. A teacher performs outstandingly on being satisfied with the job. However, job satisfaction is concerned with certain aspects and attitude is one of them. It is mandatory for a teacher to have satisfaction on job performance and should develop a positive attitude towards education. Only satisfied, well adjusted and mentally healthy teacher can think of the well being of the students. In the present study, random sampling technique has been employed. Against this backdrop this study was planned to investigate aspects of occupational stress of secondary school teachers in relation to their mental health and job satisfaction. A sample of about 200 teachers from different type of schools (government and private) of Gurdaspur city was selected for the purpose of the study. Toanalyze the data varied statistical techniques have been employed such asstatistics viz; Mean, Standard Deviation have been used to ascertain the nature of distribution of scores, descriptive Pearson product moment correlations have been calculated, the t-test was applied to find out the difference between means, ANOVA (two way) was applied to compute the data. Findings of the study showed that government schools teachers have better mental health and job satisfaction in comparison to teachers of private schools, whereas female schools’ teachers have better mental health in comparison to male school’s teachers.

This study delves into the issue of occupational stress among teacher educators, aiming to explore its prevalence and associated factors. Through correlation studies, it was observed that a majority of the correlations were both positive and significant. Gender did not emerge as a differentiating factor in occupational stress levels, yet private teacher educators exhibited higher stress levels compared to those in government institutions. The findings underscore the significant role of systemic working conditions and environment in contributing to occupational stress among teacher educators. To mitigate the adverse effects of stress on teacher educators, policymakers, stakeholders, educators, and management must collaborate to implement measures aimed at reducing stress levels, including creating conducive working conditions and providing adequate support systems. This study contributes valuable insights into the understanding of occupational stress among teacher educators and underscores the importance of addressing this issue to promote a healthier and more sustainable teaching profession.

The aim of the study is to find out the stress management level of arts and science college teachers in Erode City. The teachers are the assets of any country. They are burdened with the greatest responsibility of ‘Nation Building’. The teaching profession has an esteemed place among all professions. However, teaching as a profession at any level is becoming more demanding day by day. Teaching has also become more like a managerial job and is having multi-dimensional job responsibilities. Stress can’t be avoided, but one can learn how to manage it. Policy makers are advised to analyze the college teacher training and assessment system with the assumption that personal and social characteristics and working conditions may have an effect on college teacher stress. The present paper discusses the various emerging issues of occupational stress among faculties of higher education in India and required management strategies to handle them. Sample teachers were selected for simple random sampling by using lottery method because of easy accessibility and affordability analyzed by using statistical package of simple percentage and chi square analysis.

This study aimed to assess teacher self-efficacy, work stressors, and occupational burnout among China university teachers to propose a faculty development program focused on enhancing self-efficacy, reducing work stress, and mitigating burnout. Specifically, the study explored teacher self-efficacy in terms of level, strength, and breadth; examined work stressors across social, organizational, work, and personal factors; and assessed occupational burnout through physiological, emotional, and behavioral signals. The differences in responses based on sex, educational attainment, and length of service were also analyzed, alongside the relationships between self-efficacy, work stressors, and burnout. A descriptive research design was employed, utilizing a survey approach to collect data from 485 teachers selected through simple random sampling from three universities in Nanjing, China. The data collection involved questionnaires adapted from established scales, focusing on teacher self-efficacy, work stressors, and occupational burnout. Reliability testing showed excellent content validity. The findings revealed that most respondents were early-career, female teachers, consistent with national trends. Teachers generally reported moderate to high self-efficacy, though some areas, such as addressing challenging teaching tasks, required further support. Work stress was not overwhelming, but organizational factors like unclear career progression and administrative burdens were significant stressors. Teachers experienced moderate levels of burnout, predominantly physiological symptoms such as fatigue and headaches. Significant differences were observed based on demographic factors, with female teachers and those with doctoral degrees reporting higher self-efficacy and work stress, while early-career teachers experienced higher levels of burnout. Teacher self-efficacy was found to positively correlate with work stress and negatively correlate with burnout, underscoring its protective effect. Based on these findings, a faculty development program has been proposed to enhance self-efficacy, reduce stress, and prevent burnout, incorporating self-efficacy training, stress management workshops, and wellness initiatives.

Background On December 7, 2022, China optimized its virus response and significantly shifted its epidemic policy by downgrading COVID management and gradually restoring offline teaching in schools. This shift has brought many impacts on teachers. Aims Through qualitative research of thematic analysis, this paper studies the occupational pressure of primary school teachers in China after the shift in epidemic policy. Methods Two recruitment methods are adopted for this study. One was to email the principals of several primary schools in Zhejiang Province to introduce the research project and indicate the idea of recruiting participants. With their help, we have found teachers who volunteer to participate. The second was to release recruitment information in the network forum (e.g., online teacher forums) to find volunteer participants. Through semi-structured interviews and diaries, 18 primary school teachers from different regions and schools in Zhejiang Province were interviewed. All responses in the interviews were transcribed anonymously. Braun and Clarke’s thematic analysis was used to analyze the participants’ responses. Results Eighteen participants took part in the research project. Forty-five final codes, generated from 89 codes initially obtained from the dataset, are classified into five final themes: uncertainty, overburdened, neglected, worry about students, and influence, which reflect the professional stress of primary school teachers following the epidemic prevention policies relaxed. Conclusion Five themes were identified in the research. The problems described by the participants include burdensome offline activities, being disturbed out of hours, and appearing understaffed for the infection. These problems harmed the participants’ mental health, including anxiety, fatigue, stress, and other adverse psychological conditions. Awareness and attention to the psychological situation of primary school teachers after the eased COVID control are crucial. We believe protecting teachers’ mental health is necessary, especially in this particular period.

This article explores the multifaceted issue of occupational stress among teachers in Nepal, focusing on systemic stressors and integrated management strategies. It is guided by two primary objectives: to identify the systemic factors causing occupational stress among teachers, and to explore integrated strategies for enhancing teacher well-being and professional sustainability. Employing a qualitative research design within an interpretivist paradigm, the study has utilized purposive sampling to select secondary school teachers from Kathmandu district. Data were collected through semi-structured interviews and focus group discussions, and were analyzed using thematic analysis. The findings reveals  five interconnected themes: overwhelming professional demands characterized by excessive workloads, large class sizes, and administrative burdens; erosion of professional self-worth stemming from lack of recognition and support; embodied physical and psychological consequences including chronic fatigue and emotional exhaustion; fragmented institutional support systems with limited formal mechanisms; and individual coping strategies operating within structural constraints. The study concludes that while teachers demonstrate resilience through personal coping mechanisms, sustainable stress management requires a holistic approach integrating organizational interventions—such as fair workload distribution, supportive leadership, and structured well-being programs—with institutional support systems. These findings underscore the necessity for systemic reforms in Nepalese educational institutions to address the structural sources of stress and promote teacher well-being, thereby enhancing educational quality and professional sustainability.

Ensuring labor protection and safety in the workplace is the responsibility of the employer. It is necessary to systematically carry out procedures aimed at improving working conditions and increasing the level of preparedness for actions in the conditions of localizing and eliminating the consequences of realized professional risks. One of the directions of state policy in the field of labor protection is the creation of conditions for the development of a healthy lifestyle. Note that the lives of many people are characterized by a lack of time, chronic fatigue and stressful situations. Permanent stress at work can become a source of professional burnout. This article examines teaching staff whose work is characterized by high responsibility and emotional intensity. The effectiveness of teachers’ work activities depends not only on the correct organization of educational and educational work, but also on their well-being. The professional health of teachers has a direct relationship with the level of training and education of the younger generation. Therefore, it is especially important to study the psychosocial factors that influence the professional health of teaching staff, to solve problems related to eliminating production stress and optimizing working conditions. The purpose of the work was to study the main symptoms of professional burnout and their impact on professional performance.

Background Teaching is a genuinely social and highly demanding task. Drawing on Porges’ phylogenetic polyvagal theory with three evolved systems and three associated behavioral responses (social engagement, mobilization, and immobilization), we investigated teachers’ heart rate and heart rate variability in social interactions using ambulatory assessments. Methods We continuously measured heart rate and heart rate variability of 42 apparently healthy teachers on a work and leisure day with ambulatory electrocardiogram. We videotaped four consecutive, same-day lectures of each teacher. We trained observers to code student aggression and frontal teaching behaviors in an event sampling procedure with the behavior observation system for analyzing aggressive behavior in school settings. Additionally, perceived teacher-student relationship, social support from other teachers / school management, occupational complaints, and vital exhaustion were assessed by teacher self-reports. Results Teachers showed an increased heart rate and a decreased heart rate variability on a workday compared to a leisure day, anticipatory stress before classes, as well as insufficient recovery during lunchtime. Observed student aggression and high proportion of frontal teaching were associated with lower heart rate variability, while better perceived teacher-student relationship was correlated with higher heart rate variability. Differently, teachers’ psychological strain and heart rate variability were unrelated to each other. Conclusion Corresponding to polyvagal theory, results suggest that successful social interactions are fundamental for teachers’ favorable cardiological reactions.

The teaching profession is widely recognized as one of the most demanding and stressful careers. Previous studies have indicated that a robust sense of self-efficacy plays a crucial role in alleviating teacher stress. This study aims to assess the impact of self-efficacy on perceived stress among teachers in public high schools in Tetouan, Morocco. In April 2021, we conducted a cross-sectional survey involving 147 teachers of Experimental Sciences after obtaining approval from the provincial education delegation. Data were collected using a carefully designed questionnaire incorporating the Perceived Stress Scale (PSS) and the Teacher Self-Efficacy Scale (TSES), adhering to ethical principles outlined in the Helsinki Declaration. Among teachers, a negative correlation was observed between perceived stress and the three dimensions of self-efficacy: efficacy of student engagement (-0.249, p<0.01), efficacy of teaching strategies (-0.257, p<0.01), and efficacy of classroom management (-0.267, p<0.01). Notably, this correlation was more pronounced in women (-0.304, p<0.01) than men (-0.270, p<0.05). A low sense of efficacy can lead to decreased self-confidence and a perceived sense of helplessness in the face of professional challenges, resulting in heightened stress levels. This psychological mechanism could trigger various biological responses, such as the activation of the sympathetic nervous system and cortisol release, characteristic of stress reactions. Consequently, these biological responses can manifest as elevated levels of stress, compromising teachers’ mental and physical well-being. The study underscores the significance of self-efficacy in stress management among teachers. Implementing interventions to bolster self-efficacy and prevent adverse effects of stress on teachers’ health is imperative.

ABSTRACT This study examines how asymmetric job conditions deplete the psychological resources of the ECE workforce in a lower-middle-income country (LMIC). Specifically, this preliminary study, using data from preschool teaching staff, examined the influence of (a) job demands (emotional demand, workload, role conflict and work-family conflict) on psychological burnout (emotional exhaustion), and (b) the offsetting effect of occupational resources (social support and job autonomy) in the job demands – emotional exhaustion relations. SEM analyses revealed that high stressors (i.e. job demands) were related with high levels of emotional exhaustion, while social support and job autonomy served as significant buffers in the stressors – emotional exhaustion positive link. These outcomes serve as preliminary evidence for ECE job re-design and burnout management programs by strategically allocating school-level resources in LMICs.

The study investigated intervention effects of cognitive behavioural therapy on stress and burnout management among teachers in Enugu State, Nigeria. The teachers’ stress was measured with Resenberg Occupational Stress Scale (ROSS) with an internal consistency reliability coefficient of 0.83. The ROSS has nine components of stress such as Student Behaviour, Administrators’ Relation, Teacher Relation, Parent/Teacher Relation, Time Management, Intrapersonal Relation, Physical Symptom of Stress, Emotional Symptom of Stress and Stress Management Technique with 4 items in each of the components. The Maslach Burnout Inventory (MBI) was used for data collection. The MBI has 25 items and was developed by Maslach and Jackson 1981. The internal consistency reliability of MBI was established through Cronbach alpha which gave coefficients of 0.87. The participants are 162 teachers identified with Stress and Burnout symptoms. The teachers were put in two groups- experimental and control groups. The experimental group that received CBT-treatment has 82 teachers while the control group has 80 teachers respectively. A therapist’s guide to brief cognitive behavioral therapy Developed by Clerk in 2006 (42) was used as intervention by the study as the treatment. The assistants adhered to the outlines of Clerk in the intervention process that lasted for four weeks. A placebo on conventional counselling was given to the control group. The study revealed that CBT significantly increased stress and burnout management among teachers in secondary schools in Enugu State, Nigeria. The school administrators should also avoid conflicting role assignment of responsibility to the teachers, involve the teachers in decision making, provide conducive teaching environment through the support of appropriate instructional materials and allow the teachers to enjoy their free periods without interferences.

BACKGROUND This study aimed to investigate English teachers’ self-efficacy for student engagement, classroom management, instructional strategies and literacy instruction, as well as to determine whether teacher stress and job satisfaction may affect their occupational health (in terms of self-efficacy). In addition, this is one of the first studies to examine the differences in self-efficacy among pre-service, novice and experienced in-service teachers in a Chinese society, where English is positioned as a foreign language. PARTICIPANTS AND PROCEDURE 271 English teachers (90 pre-service, 181 in-service) with mean teaching experience of 5.57 months for per-service and 98.51 months for in-service participated in this quantitative research study. As the targets could not be approached randomly, the English teachers were approached individually though referral sampling, informing them of the purpose of the study and obtaining their consent. RESULTS It was found that both pre-service and novice in-service teachers possess the lowest self-efficacy. Moreover, teachers’ stress from the classroom predicted their self-efficacy for student engagement and classroom management negatively. On the other hand, teachers’ job satisfaction predicts their self-efficacy for student engagement, instructional strategies and literacy instruction positively. CONCLUSIONS Implications (based on the findings) are discussed in order to provide insights for schools and education departments to strengthen the teachers’ capability of teaching and their occupational health.

Australian policymakers are currently attempting to address an ‘unprecedented teacher shortage’. Through a survey of 905 teachers in Australian government schools, this paper examines some of the key factors influencing the career intentions of teachers in Australian government schools. Drawing upon the concept of the psychosocial work environment from the field of occupational health, this analysis examines the relationship between key workplace demands, workplace resources, teachers’ experiences and attitudes towards work, teachers’ mental health outcomes, and their intentions to either remain in or leave their roles. The results reveal significant relationships between teachers’ intentions to leave their roles and challenging working conditions, adverse work experiences, as well as heightened levels of stress, burnout, and depressive symptoms. In contrast, remaining in their role was associated with factors indicative of a supportive psychosocial work environment, such as job recognition, trust in management, organisational justice, positive work experiences, and lower levels of mental health difficulties. The study underscores the urgent need to understand and assess the psychosocial work environments of teachers, and for multi-level strategies that address both protective and risk factors.

This study examines the stress levels and job satisfaction of Special Education (SPED) teachers at Sa PED school in Mandaue City, Cebu, during the 2024–2025 academic year. School year Guided by the Job Demand-Control Model, Maslow's Hierarchy of Needs, and Self-Determination Theory, the study aimed to determine the relationship between occupational stress and job satisfaction, and to propose workplace support strategies. A quantitative descriptive-correlational design was employed with complete enumeration of 37 SPED teachers. Data were collected using the Teacher Stress Inventory (TSI) and the Minnesota Satisfaction Questionnaire (MSQ), and analyzed through descriptive statistics, Pearson's correlation, t-tests, and ANOVA. Results revealed that teachers experienced moderate overall stress (grand mean = 2.69), particularly in work-related stressors (M = 3.26), time management (M = 3.03), and professional distress (M = 2.84). In contrast, stress manifestations related to emotions, behavior, and physiology were generally low. Despite these stressors, teachers reported high job satisfaction (grand mean = 3.82), especially in task enrichment (M = 3.86) and empowerment and leadership (M = 3.77). Correlation analysis showed a negligible, non-significant association between stress and job satisfaction (r = 0.089, p = .601), indicating that satisfaction may be maintained despite moderate stress levels. Findings underscore the need for balanced interventions, such as workload management, leadership support, and recognition systems, to sustain teacher well-being and retention in SPED contexts.

This Quantitative study examined teacher autonomy and burnout as predictors of performance among elementary teachers in the Division of Davao Oriental, Philippines. Grounded in theories of self-determination and occupational stress, the research investigated the extent to which teachers’ perceived autonomy in instructional planning, classroom management, and decision-making, as well as their levels of emotional exhaustion, depersonalization, and reduced personal accomplishment, influence their overall teaching performance. Using a quantitative, non-experimental correlational research design, data were collected from a representative sample of elementary teachers through standardized survey instruments measuring teacher autonomy and burnout, alongside performance ratings based on institutional evaluation tools. Descriptive statistics, Pearson correlation, and multiple regression analyses were employed to analyze the data. Findings revealed that teacher autonomy was positively and significantly associated with performance, indicating that greater professional independence contributes to improved instructional effectiveness and job outcomes. Conversely, burnout demonstrated a negative and significant relationship with teacher performance, with emotional exhaustion emerging as a key predictor of diminished effectiveness. Multiple regression analysis showed that both autonomy and burnout significantly predicted performance, with autonomy serving as a protective factor against the adverse effects of burnout. The study underscores the importance of fostering supportive school environments that enhance teacher autonomy while implementing strategies to mitigate burnout. These findings provide valuable insights for educational leaders and policymakers in designing interventions aimed at improving teacher well-being and performance in elementary schools. Keywords: Teacher Autonomy, Teacher Burnout, Teacher Performance, Elementary Teachers, Educational Leadership, Occupational Stress, Davao Oriental

This study focus on finding out the perceived level of occupational stress among teachers in selective engineering colleges affiliated to Anna University of Technology, Trichy.Stress is the major factor which affects the health and efficiency of a teacher. So the researcher prepared a questionnaire to measure the level of occupationalstress among teachers. For conducting the survey twenty eight colleges having crossed five years were chosen to collect samples. Out of the total (2065) population 422 teachers having completed two years of service in their present institution were circulated questionnaire for data collection. Collected data were analysed through SPSS software. Finally researcher found that some sociodemographic variables have an impact on occupational stress index of teachers. So the management should take necessary steps to reduce occupational stress among teachers because it will result in increased job satisfaction and quality of education.

This study investigates the relationship between occupational stress and turnover intention among private school teachers in the Kathmandu Valley, with a particular focus on the moderating effect of leadership style. Teaching in private institutions often involves high workloads, low job security, and pressure to meet performance standards, leading to increased stress levels and the possibility of teacher turnover. Using a structured questionnaire, data were collected from 300 private school teachers and analyzed using correlation and moderation analysis. The results indicate that occupational stress has a significant and positive impact on turnover intention, suggesting that higher stress levels increase the likelihood of teachers intending to leave their jobs. Furthermore, the findings reveal that leadership style significantly moderates this relationship. Specifically, transformational leadership was found to weaken the positive link between occupational stress and turnover intention, indicating that supportive and inspiring leadership can buffer the negative effects of stress. These findings emphasize the importance of effective leadership in managing occupational stress and retaining teaching staff. The study offers practical implications for school administrators and policymakers to foster healthier work environments and adopt leadership approaches that reduce stress and enhance teacher retention in private educational institutions.

: This study aims to explore the impact of occupational stress and self-efficacy on the occupational well-being of vocational college teachers, with a particular focus on the moderating role of self-efficacy in the relationship between occupational stress and teacher well-being. A questionnaire survey was conducted among teachers from multiple vocational colleges, and correlation analysis and regression analysis were employed to reveal the relevant relationships and mechanisms. The results indicated a negative correlation between occupational stress and teacher well-being, while self-efficacy was found to moderate the negative impact of occupational stress on teacher well-being. This study provides practical recommendations for improving the occupational well-being of vocational college teachers and optimizing teaching environments and management strategies.

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Background Teacher wellbeing is increasingly recognized as a key determinant of instructional quality and professional sustainability. However, evidence-based interventions grounded in neurobiological models of emotion remain limited in educational contexts. Drawing on Affective Neuroscience Theory (ANT), which conceptualizes primary emotional systems such as SEEKING, CARING, and PLAYING as foundational to adaptive functioning, this study examines whether brief, well-structured interventions can modulate trait-level emotional functioning and relate to occupational and social outcomes among teachers. Here, we focus on ANT-defined trait-like primary emotional systems rather than broader applied constructs (e.g., emotional intelligence), and we interpret changes as shifts in trait-level affective functioning. Methods A randomized controlled trial was conducted with 182 Chinese secondary school teachers assigned to a four-week social interaction stress management program, a four-week communication skills training program, or a no-intervention control group. The two interventions followed a parallel structure but targeted distinct affective pathways. Primary emotional traits were assessed using the Chinese Affective Neuroscience Personality Scales, and work engagement and satisfaction with social interactions were measured with validated self-report instruments. Mixed-design ANOVAs were used to evaluate changes from pre-intervention to post-intervention and to a three-month follow-up. Results Compared with the control group, both intervention groups showed greater increases in positive primary emotional systems (SEEKING, CARING, and PLAYING) and reductions in negative affective systems (FEAR and SADNESS, and to a lesser extent ANGER), with changes generally more pronounced in the stress management condition. Modest improvements in work engagement and satisfaction with social interactions were also observed in the intervention groups. Most emotional and occupational changes were maintained at the three-month follow-up. Discussion The findings suggest that brief, theory-driven interventions may be associated with meaningful changes in teachers’ affective profiles and related occupational outcomes. By applying an ANT-based framework within an educational setting, this study contributes to the growing literature on affective plasticity and teacher wellbeing and highlights the potential value of neuroscience-informed approaches in professional development. Future research should further examine underlying mechanisms, longer-term sustainability, and cross-cultural generalizability. Conceptually, the study helps position ANT-based primary emotional systems as modifiable affective dispositions within teacher professional development, offering an experimentally grounded complement to the broader teacher wellbeing intervention literature.

Occupational burnout is a significant threat to the teaching profession, affecting both the quality of education and the mental health of educators. This study explores the phenomenon of burnout among primary school teachers, focusing on the dimensions of emotional exhaustion, depersonalization, and personal accomplishment. Using a quantitative approach, the research examined 31 teachers at Arkady Fiedler Primary School No. 5 in Gniezno. Results indicate that while 66.6% of respondents experience some level of emotional exhaustion, there is a strong correlation between professional experience and burnout severity. Teachers with over 30 years of service and those holding "certified teacher" status are most at risk. The study concludes that enhancing teachers' sense of self-efficacy and providing stress-management training are essential for organizational health.

Objective Frequent teacher turnover may damage the development of teachers and the regular operation of kindergartens. This original research presented kindergarten teachers’ first, second, and third turnover rates and occurrence times. This research analyzed the relationship between socio-demographic variables and the varying frequency of kindergarten teacher turnover. These data were used to investigate the characteristics of first, second, and third kindergarten turnover. This research evaluated kindergarten teachers’ occupational ambition, emotional attachment, and self-efficacy. Likewise, this research also analyzed the social context, organizational support, management mechanism, reward, and occupational stress of kindergarten. These data were used to determine the key factors affecting kindergarten teachers’ turnover. Methods This research recruited 1,118 kindergarten teachers (mean age = 31.67, sd = 5.02; 3.85% male, 96.14% female) from China. Based on the existing scales, this research developed the Questionnaire of Kindergarten Teachers’ Turnover and Influencing Factors for the survey. Kindergarten teachers reported basic information and the impact factors of their first, second, and third turnover through online questionnaires. The Chi-square test was used to analyze the correlation between socio-demographic variables and different frequencies of kindergarten teacher turnover. The binary logistic regression explored the eight factors affecting kindergarten teachers’ first, second, and third turnover. Results The results showed that 43.65% of kindergarten teachers had resigned. In detail, 25.60% of kindergarten teachers resigned once, 10.64% of kindergarten teachers resigned twice, and 8.41% of kindergarten teachers resigned thrice. Gender and marital status were significantly correlated with the three frequencies of kindergarten teacher turnover. Occupational stress, reward, management mechanisms, and ambition consistently affected kindergarten teachers’ first, second, and third turnover. Conclusion The relevant management departments should pay attention to the high turnover rate of kindergarten teachers and put forward more strategies to improve their stability. Women and married can be favored in the recruitment of kindergarten teachers. It is crucial to reduce pressure and improve rewards for kindergarten teachers. Also, kindergartens should provide the space to display teachers’ talents and improve management mechanisms. These results provide empirical support for proposing effective policies to promote the stability of kindergarten teachers’ construction.

The study aims to explore and analyse occupational stress management strategies among faculty members in private professional colleges in Noida, Uttar Pradesh. The research seeks to identify the key factors contributing to occupational stress and the effectiveness of existing management strategies in mitigating stress levels among faculty. A descriptive research design was employed, encompassing a sample of 500 faculty members drawn from 50 private professional colleges in Noida, with 10 faculty members selected from each institution. Convenience sampling was used to gather data. The research utilized both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to identify and validate the key factors influencing occupational stress and the effectiveness of management strategies. The study revealed several critical factors contributing to occupational stress, including workload, role ambiguity, and work-life balance. The analysis also identified effective stress management strategies, such as peer support and time management, that significantly reduce stress levels among faculty members. The research is limited to private professional colleges in Noida, Uttar Pradesh, and may not be generalizable to other regions or types of institutions. The findings underscore the importance of targeted stress management interventions, which could inform policies aimed at improving faculty well-being and productivity. This study provides a comprehensive analysis of occupational stress management in a specific academic setting, contributing valuable insights into the factors affecting faculty stress and the effectiveness of different management strategies. The use of both EFA and CFA adds rigor to the analysis, ensuring the reliability of the findings.

ABSTRACT This study examined the relationships between teacher job satisfaction, burnout, conflict resolution styles, and intentions to quit their university position. Instructors completed an online survey on the aforementioned variables. Results demonstrated that higher job satisfaction was associated with greater personal achievement and positive problem solving and lower emotional exhaustion, depersonalization, and intentions to quit. In line with the Job Demands-Resources Model, instructors reporting greater levels of burnout in the form of emotional exhaustion and depersonalization also reported increases in withdrawal and compliance conflict resolution styles. Notably, burnout dimensions (64.16%) were a stronger predictor of intentions to quit than job satisfaction (35.84%), the compliance conflict style (45.40%) was a significant predictor of quitting intentions, and the positive problem solving conflict style (41.22%) significantly predicted college educators’ reduced intentions to quit their job.

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This study aims to assess teacher job satisfaction and burnout in vocational high schools in Aitoloakarnania, Greece and to examine the relationship between intrinsic and extrinsic job satisfaction factors, burnout dimensions and workplace conditions. A quantitative survey was conducted with 147 vocational high school teachers. Data were collected using a validated questionnaire, assessing intrinsic job satisfaction factors (e.g., task variety and recognition) and extrinsic job satisfaction factors (e.g., salary and working conditions), alongside emotional exhaustion, depersonalization, and personal accomplishment. Results showed that intrinsic factors like task variety and recognition were more highly rated than extrinsic factors such as salary and working conditions. A negative relationship was found between job satisfaction and burnout with transformational leadership positively influencing job satisfaction and reducing burnout. Unmet salary expectations were a significant source of job dissatisfaction. It is concluded that intrinsic job satisfaction factors play a crucial role in reducing burnout among vocational school teachers. The results highlight the importance of effective leadership and improved workplace conditions for teachers. Schools should focus on enhancing intrinsic job satisfaction and leadership quality while advocating for improved financial support at the policy level to reduce burnout. Effective leadership, supportive work environments and better compensation policies are essential to maintaining teacher well-being and reducing turnover.

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This study aims to explore variables associated with teacher burnout at the end of the 2021–2022 school year and shed light on teachers’ mental health issues related to psychological factors. We collected survey data from 824 United States teachers. Using a moderated mediation analytic model, the results of this study showed that teachers’ autonomy had considerable interaction effects on job satisfaction and burnout with other variables in this study (i.e., administrative support on job satisfaction and job satisfaction on burnout). Teachers with more experience and higher job satisfaction showed lower burnout scores. Furthermore, results showed significant relationships between key variables influencing burnout. These findings are key as teacher attrition grows across the United States, and school leaders should look to support teachers’ well-being.

Teaching is one of the most stressful professions and teachers working with children aged 0‐6 years are particularly at risk of burnout. The study aims to investigate the extent of burnout in a sample of Italian teachers working in educational settings for children aged 0–6 years and to examine the role of alexithymia—hypothesized as a risk factor—and the role of job satisfaction—hypothesized as a protective factor—in the development of burnout. The study involved 130 teachers (mean = 39.21; s.d. = 11.52; female: 98.5%), who filled out the following instruments: Maslach Burnout Inventory‐Educators Survey; Toronto Alexithymia Scale; Job Satisfaction Scale. Results indicate that alexithymia is positively associated with emotional exhaustion and depersonalization and negatively associated with personal accomplishment. The alexithymia dimension Difficulty Identifying Feelings is the most significant predictor of all three aspects of burnout. Job satisfaction is negatively associated with emotional exhaustion and depersonalization and positively associated with personal accomplishment. Regression analyzes show that in the presence of alexithymia, job satisfaction reduces the risk of burnout in relation to the dimensions of emotional exhaustion and depersonalization. The results underline the need to simultaneously consider personal factors, such as alexithymia, and contextual factors, such as job satisfaction, to prevent the risk of burnout.

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The professional activity of a teacher is associated with emotionally tense and stressful situations. Prolonged stay in such a state leads to the formation of emotional burnout syndrome and negatively affects mental health and performance, and as a result - leads to a decrease in job satisfaction. The article presents the results of a study of the relationship between job satisfaction and emotional burnout syndrome in comprehensive school teachers. Procedure and methods. The study involved 100 comprehensive school teachers (Nizhny Tagil), of which 12 % were men and 88 % were women. The average age was 36,8 years (standard deviation - 11.27). The following psychodiagnostic methods were used in the study: emotional burnout questionnaire by K. Maslach, S. Jackson (adapted by N. E. Vodopyanova); job satisfaction questionnaire (A. V. Batarshev). For mathematical processing of the results, the Kolmogorov-Smirnov criterion (d), Shapiro-Wilk (w), and correlation analysis according to the Spearman criterion were used. Results. It was found that there is a connection between all phases of emotional burnout syndrome and job satisfaction indicators of teachers. Most job satisfaction indicators have an inverse relationship with the phases of emotional burnout, i.e. teachers who are satisfied with their professional activities are less susceptible to emotional burnout. All phases of emotional burnout showed a connection with satisfaction with relationships with colleagues, which indicates possible difficulties in communication with colleagues and the manager for a modern teacher. The «emotional exhaustion» phase is more closely related to job satisfaction, i.e. high emotional tension of a teacher's work leads to a feeling of dissatisfaction with their work and, as a consequence, emotional exhaustion. Research implications. The obtained results can be used by educational psychologists when implementing psychological and pedagogical support programs aimed at preventing the development of emotional burnout in teachers.

This study investigates the creators, effects, and inhibitors of technostress among STEM teachers, addressing a critical yet underexplored issue in the digitalization of education. Grounded in the technostress model and the job demands–resources (JD-R) model, the study examines the relationships among technostress creators, burnout, organizational effects (job satisfaction, organizational commitment, and work performance), and technostress inhibitors. A cross-sectional survey was conducted with 378 STEM teachers from Zhejiang Province, China. Structural equation modeling (SEM) was employed to test the hypothesized paths. The results revealed that technostress creators significantly increased teacher burnout and negatively affected organizational commitment and work performance. Burnout mediated the impact of technostress creators on job satisfaction and organizational commitment. Technostress inhibitors were found to alleviate burnout, mitigate technostress creators, and enhance STEM teachers’ commitment. These findings validate the applicability of the technostress model in the context of K–12 STEM education in China and highlight the importance of organizational mechanisms for supporting teacher well-being and performance. The study contributes to both theory and practice by proposing an integrative model of technostress and offering actionable recommendations for school leadership to effectively manage technostress.

ABSTRACT   Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools. Less is known about teacher experiences in these alternatives. We explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently across school types. We surveyed teachers nationwide (n = 798) in May 2022. Three linear regression models were tested. Results suggested that teacher autonomy and administrative support were significant predictors in each model. Private school teachers experienced greater job satisfaction and morale than traditional public school teachers; charter school teachers had greater levels of morale.

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In contrast to previous studies focused on the negative impact of teacher stress and burnout, recently there has been a shift towards processes which help to support teachers’ wellbeing and mental health. The objective of the present study is to examine the status of the job satisfaction, wellbeing, and mental health of schoolteachers in Maltese schools and examine the interrelations between these key variables. A total of 351 primary and secondary school teachers completed an anonymous online survey on their mental health, wellbeing, and job satisfaction. The findings portray a mixed profile of teachers experiencing a moderate level of distress, but feeling connected and efficacious, and having mixed feelings about different aspects of their profession. Job satisfaction, particularly relationships with colleagues and nature of work, and sense of wellbeing, particularly connectedness, foster teachers’ mental health and help to protect them against burnout and mental health issues. School connectedness appears to be one of the strongest health promoting and protective factors. On the other hand, young teachers with limited experience are the least satisfied and have lower levels of mental health and wellbeing, making them more at risk of burnout and attrition. Various recommendations are made on how to enhance the wellbeing and mental health of practicing teachers and make the profession more rewarding for early career teachers.

Burnout is not just an individual issue but also has significant impacts on both individuals and organizations. Exhausted and overwhelmed teachers are less effective in their teaching practices, leading to decreased student achievement and academic outcomes. Moreover, burnout can negatively impact teacher retention rates, leading to a loss of experienced and talented educators in the profession. The purpose of this study is to investigate the relationship and impact of job stress, work engagement, job satisfaction, and organizational commitment and job burnout among the faculty members in private educational institutions in India. A structured questionnaire was used to gather primary data from 171 teaching staff members from different private educational institutions in India. Means, Correlations and Regression are used in the statistical procedures were among the many tools and methods used in data analysis. The findings demonstrated a strong relationship between burnout and workplace stress as well as between job satisfaction, work engagement, and job stress. Furthermore, significant relationships between burnout and job satisfaction were found. These results demonstrate how important these factors are in predicting burnout and commitment to work. In order to ensure the provision of high-quality services inside educational institutions, this study highlights the necessity for management strategies to give the evaluation of both physical and mental working conditions top priority. In educational contexts, employee happiness plays a crucial role in fostering organizational engagement and reducing job burnout.

General Background: Burnout is a psychological condition characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment arising from prolonged occupational stress, particularly in demanding educational environments. Specific Background: In inclusive education settings, shadow teachers play a crucial role in assisting students with special needs, requiring sustained emotional engagement, patience, and instructional adaptation, which may increase vulnerability to occupational strain. Knowledge Gap: Despite growing attention to teacher well-being, empirical studies examining job satisfaction and work stress simultaneously as predictors of burnout among shadow teachers remain limited. Aims: This study aimed to examine the relationships between job satisfaction and work stress with burnout among shadow teachers in Sidoarjo. Results: Using a quantitative design, data were collected from 186 shadow teachers selected through purposive sampling from a population of 400 individuals. Psychological instruments included the Job Satisfaction Survey, Job Stress Scale, and Maslach Burnout Inventory–Educators Survey (MBI-ES). Multiple linear regression analysis conducted using JASP version 0.16.4 indicated a statistically significant relationship between job satisfaction and work stress with burnout (p = 0.001 < 0.05). Novelty: The study provides empirical evidence integrating job satisfaction and work stress variables within a single regression model focusing specifically on shadow teachers in inclusive education contexts. Implications: The findings highlight the importance of considering occupational conditions and psychological factors in understanding burnout among educational support professionals, supporting future organizational and educational strategies addressing teacher well-being. Highlights: Statistical Testing Confirmed a Significant Simultaneous Relationship Among Measured Variables. Regression Modeling Identified Occupational and Psychological Factors Linked to Emotional Exhaustion Conditions. Data From 186 Educational Assistants Provided Empirical Evidence Within Inclusive Learning Settings. Keywords: Job Satisfaction, Work Stress, Burnout, Shadow Teachers, Inclusive Education

The purpose of this study was to investigate the prevalence of burnout and job satisfaction in Cabanglasan, Bukidnon, during the 2024-2025 school year. This study used a descriptive-correlational research method to investigate the importance of the association between burnout prevalence and its effect on job satisfaction among teachers. A survey questionnaire is used so that responses from respondents can be easily obtained and collated. The study found that burnout was common among public secondary teachers in terms of emotional weariness, as well as depersonalization and personal success. Furthermore, the study found that teachers' burnout had a rare effect on job satisfaction in terms of supervision and a common effect on working conditions. While the impact of teacher burnout on job satisfaction in terms of responsibility and progress is constant. Furthermore, the study found that all three markers of burnout (emotional exhaustion, depersonalization, and personal success) have weak negative relationships with job satisfaction in terms of supervision. However, none of these correlations were statistically significant at the 0.05 level. The study found that three burnout indicators (emotional exhaustion, depersonalization, and personal achievement) have weak correlations with job satisfaction regarding working conditions. However, there is a significant relationship between two burnout indicators (depersonalization and personal achievement) and job satisfaction concerning responsibilities. Emotional weariness does not have a substantial association. These findings imply that in order to improve job satisfaction among public secondary teachers and effectively treat burnout, school administrators should implement targeted interventions aimed at minimizing depersonalization and enhancing perceptions of personal achievement.

This research investigates the transformative potential of mindfulness, a practice deeply rooted in ancient Buddhist traditions in moderating stress levels, enhancing job satisfaction, and optimizing teaching methodologies among teacher trainers at Sri Lanka's National Institute of Education (NIE). By integrating Buddhist principles with contemporary psychological frameworks, this study elucidates how mindfulness can effectively address the distinct challenges encountered by educators in Sri Lanka, including substantial workloads and professional burnout. The research employs a mixed-methods approach utilizing validated instruments such as the Five Facet Mindfulness Questionnaire (FFMQ) and the Teacher Stress Inventory (TSI) to conduct a comprehensive exploration of these dynamics. Data analysis utilizing Structural Equation Modelling (SEM) and regression techniques reveals significant correlations: mindfulness has been identified as a crucial factor in alleviating stress, promoting resilience, and enhancing professional fulfillment. The findings underscore the necessity of mindfulness-based interventions that are specifically tailored to cultural contexts, offering practical strategies to improve teacher well-being and enrich the educational environment. This study contributes to both academic discourse and practical applications by proposing integrative frameworks for mindful teaching practices and sustainable support systems for educators. The implications extend to policy initiatives and curriculum development, reinforcing the concept that mindfulness serves not merely as a tool for stress management but as a pathway to cultivating a compassionate and effective educational landscape.

Introduction Teacher burnout and frequent turnover negatively affect stability and productivity in the context of higher education. Despite the fact that the relationship between burnout and turnover intention has been thoroughly studied, the role of other factors in this relationship should be evaluated in order to better clarify underlying mechanisms, particularly in the context of higher education. Methods In this study, we first aim to bridge a research gap by utilizing job satisfaction as a mediating variable for the relationship between burnout and turnover intention. Moreover, we uniquely evaluate the role of proactive personality as a moderating variable, first in terms of the relationship between burnout and job satisfaction, and then for the relationship between job satisfaction and turnover intention. Based on 296 valid questionnaires collected from university faculty members in China, proposed hypotheses were evaluated empirically. Results The results demonstrate that, as expected, burnout has a significant and positive impact on turnover intention, and job satisfaction has significantly negative impact on turnover intention, with job satisfaction partially mediating the relationship between burnout and turnover intention. Moreover, proactive personality moderated the relationship between job satisfaction and turnover intention, with this relationship being stronger for individuals with high proactive personality as compared to low proactive personality. Discussion These findings provide a better understanding of the relationship between burnout and turnover intention of university instructors. Theoretical and practical implications, limitations, and recommendations for further research are provided.

Grounded in Self-Determination Theory and Conservation of Resources Theory, this study examines how perceived organizational support (POS) relates to job burnout among government-funded preservice teachers (GFPTs) in China. Using survey data from 937 GFPTs, we tested a model in which work autonomy, teacher self-efficacy, and occupational belongingness fully mediate the effect of POS on burnout (the POS → burnout direct path became nonsignificant). We further show that educational policy satisfaction moderates these mediation pathways by weakening the POS → basic psychological needs links, with the strongest moderation on the self-efficacy pathway. These findings clarify how organizational and policy environments jointly shape teachers' motivation and well-being, supporting a cross-level account of resource substitution and diminishing returns. Practically, combining robust institutional safeguards with school-based supports that enhance autonomy, strengthen competence, and build belongingness can lower burnout risk and promote sustainable teacher development.

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As an important organizational factor, person-organization fit in kindergartens may lead to teacher burnout when it is unfitted. In order to explore the influence mechanism of person-organization fit on teacher burnout in kindergartens, this study introduced the variable of job satisfaction to study the mediating effect of job satisfaction on the relationship between person-organization fit and teacher burnout in kindergartens. A total of 637 teachers from Henan, China, were surveyed by Person-Organization Fit Scale, Job Satisfaction Scale and Maslach Burnout Inventory. Results showed that person-organization fit, job satisfaction and teacher burnout were negatively correlated. Person-organization fit is positively correlated with job satisfaction. Job satisfaction partially mediated the relationship between person-organization fit and teacher burnout in kindergartens. In the end, the results of the relationship between person-organization fit, job satisfaction, and teacher burnout in Chinese kindergartens were discussed in this study.

Teachers play an indispensable role in the lives of children; however, in recent years, the demands of teaching have increased significantly. This study aims to determine the feelings of burnout among secondary public-school teachers in the District of Aloran, Division of Misamis Occidental. It examines the elements contributing to teacher burnout, its impact on job satisfaction, and the coping mechanisms teachers use to mitigate it. Informant teachers, who participated in one-on-one interviews, were employed during the 2023–2024 academic year and were identified as experiencing burnout based on the results of the Maslach Burnout Inventory. A transcendental phenomenological approach and a qualitative study design were employed. The findings reveal that concerns about academics, administration, and workload demands significantly contribute to teacher burnout, affecting their well-being and hindering their professional growth. To manage burnout, teachers utilize coping strategies such as seeking social support and engaging in self-care practices. The study proposes program interventions, including upgrading and continuing current programs that support and enhance teacher well-being, along with offering competitive compensation and benefits. These findings suggest that a holistic approach addressing equity and inclusion, enhancing teacher professional development, and promoting cooperation among stakeholders will transform the school system, providing high-quality, relevant, and inclusive education.

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Burnout on a teaching job refers to exhaustion that leads to depression which can affect the teacher’s well-being and satisfaction. This article looks into the level of job burnout and satisfaction of high school teachers during modular distance learning and determines its association at different levels. Cross-sectional primary data were gathered from a random sample of secondary teachers in Ormoc City, Leyte, Philippines. The gathered data were job burnout and satisfaction scores and described using standard statistical metrics. Moreover, correlation and regression analysis were employed to analyze its association, and K-means clustering was used to identify homogeneous categories of job burnout and satisfaction scores with similar characteristics. On average, results showed that the high school teachers were still  “satisfied” despite the “high burnout” they were facing during the modular distance learning amid the pandemic. Using the correlation analysis, it is revealed that teachers’ satisfaction and burnout are significantly and inversely correlated to each other. This implies that the burnout level adversely affects the satisfaction in teaching. Based on regression analysis, there is a decrease of 0.653 units in the satisfaction perception score for every 1 unit increase in the burnout perception score and it is significant at a 1% level. It is depicted in K-means clustering that teachers’ satisfaction and burnout levels are compact and converge to the interpretation that they were highly burnout yet satisfied in modular distance learning. Hence, the study suggests that teachers' tasks during distance education must be lessened to increase their well-being as educators.

The recent pandemic has influenced teachers’ mental health and well-being. The present work follows the Job-Demands-Control model, analyzing changes in the demands, control, and social support during COVID-19, and how they influence job satisfaction, emotional exhaustion, depersonalization, and personal accomplishment among school teachers. The sample comprised 172 school teachers. The instruments applied were The Maslach Burnout Inventory (MBI), The Job Satisfaction Teacher Index (Organization for Economic Cooperation and Development (OECD), 2014), and The Demand Control Support Questionnaire (DCSQ). Job satisfaction was predicted exclusively by social support, revealing the importance of social interactions at work. Emotional exhaustion and depersonalization were predicted by job demands, showing that an increase in job demands (i.e., COVID) affects individuals’ feelings of burnout. The results show that it would be interesting to design strategies that guarantee job control in the teaching context. This would open multiple pathways to implement healthier methodological processes for teachers and the consequent research to support these processes.

Education is an important sector for improving human resources in a country. The teacher is one of the actors who has an important role in education. Teachers have a great responsibility to educate students in both knowledge and morals. Great responsibility makes teachers feel job burnout which will have an impact on job satisfaction and organizational commitment. In addition, the work environment also affects teacher job satisfaction and organizational commitment. In this study, a quantitative approach was used using Smart PLS to process data. Found in research this is job burnout, the work environment has a significant effect on organizational commitment. This study also found job satisfaction as a mediating variable of job burnout and work environment on organizational commitment. Based on the results and analysis of the research it was concluded that job burnout has a negative and significant effect on organizational commitment.

Teaching work is a rewarding yet demanding career. With extended hours and a heavy workload, it is easy to fall prey to teacher burnout. The purpose of this study was to determine the effects of Teachers’ Burnout to the Job Satisfaction of the elementary teachers within the second district of Buenavista. The implications of the study highlight the need for proactive measures to address and mitigate burnout among teachers. The researchers’ respondents were all the elementary teachers within the second district of Buenavista. This study used a descriptive correlational method as data collection tool. The data collected and gathered were tallied carefully and analyzed by the researchers through the use of frequency count, simple percentage, descriptive statistics, weighted mean, and the Pearson Moment of Correlation to test the relationship between teachers’ burnout and job satisfaction. Based on the findings, the researchers came up with several conclusions. The profile of the respondents showed that majority were 37-43 years old and were mostly females. Furthermore, the findings of the study revealed that teachers were sometimes experiencing burnout, however, they are still satisfied with their job. It was shown that the computed r-value 0.554 was higher than the critical t-value 0.203 at 0.05 level of significance with 92 degrees of freedom. Therefore, the null hypothesis was rejected which proved that there was a significant relationship between teachers’ burnout and job satisfaction. Therefore, prioritizing teachers’ well-being and job satisfaction is crucial for creating a sustainable and fulfilling teaching profession.

Teacher burnout is a serious 21st-century problem affecting education systems around the world, and it is closely related to sources of teacher satisfaction. The lower the level of job satisfaction is, the greater the susceptibility to burnout. The present study was conducted with the aim of determining the level of job satisfaction of technical culture teachers and investigating the relationship between job satisfaction categories and factors closely related to burnout syndrome. An online questionnaire was used for the research, and the research was conducted among 42 Technical Culture teachers from the area of the city of Zagreb. The results show that the highest satisfaction is in the categories "type of work" and "relations with colleagues", while satisfaction is moderate in the categories "relations with superiors", "job security" and "level of responsibility". Technical culture teachers are least satisfied with their salary and the awards and recognition they receive for their work. On the other hand, research findings indicate high levels of emotional exhaustion among technical culture teachers, which correlate strongly with the nine observed satisfaction categories. To the extent that satisfaction with a particular category of work increases, emotional exhaustion decreases, and vice versa. The obtained results indicate that a decrease in satisfaction causes an increase in emotional exhaustion among technical culture teachers in Zagreb primary schools.

Purpose: The aim of the study was to examine the relationships among teachers’ motives for career choice and satisfaction with life being a teacher, mediated by job competence. Special attention is given to the moderated mediation effect by job burnout. Methods: To address the research questions we utilized data from the first wave of the Seoul Educational Longitudinal Study, including 2418 teachers in elementary/secondary education. A structural equation model was conducted and for the main analysis a Process Macro (59) was applied to examine the moderated mediation effect in the main model. Results: Results indicate that a partial mediation effect of competence on the relationship between motivations and satisfaction. Also, the positive relationship of internal motivation and competence was moderated by job burnout. In sum, only internal motivation impacts teachers’ satisfaction with life and the competence’s mediation effect is moderated by job burnout (-). Conclusion: The implications of thefindings are that teachers motivated by internal factors show higher satisfaction with life being a teacher and that job competence plays a positive role in the psychological process. However, job burnout limits the chance by reducing the internal motivation’s positive effect on competence. Policy implications are drawn based on the results of the study.

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This correlational study examined the relationship of principals’ leadership styles to teacher motivation, burnout, and satisfaction. Data were collected from 118 teachers from Tsirang Dzongkhag using Multifactor Leadership Questionnaire, Maslach’s Burnout Inventory, teacher job satisfaction and motivation to leave the teaching profession questionnaire. Key findings revealed that most of the principals’ in Tsirang demonstrate transformational and transactional leadership practices although there are a handful of principals who apply laissez-faire style leadership. The characteristics of transformational and transactional leadership practices were positively and significantly correlated with the outcome variables, such as extra effort and effectiveness, but negatively associated with emotional exhaustion and motivation to leave the teaching profession. However almost one-half of the teachers reported being emotionally exhausted and had the motivation to leave the teaching profession. Laissez-Faire style principal leadership was associated with emotional exhaustion and motivation to leave the profession. Differences in the scores were obtained, when analysis was disaggregated by demographic characteristics of the teacher participants. The Ministry of Education and Skills Development (MoESD) should investigate other causes and factors of teacher attrition and emotional exhaustion among teachers. In addition, MoESD should also conduct effective professional development programmes for school leaders with opportunities to reflect on their leadership practices. Scope for further research on similar topics is discussed.

This study examines the role of work-life balance (WLB) as a strategic component of effective business management and its influence on employee motivation, job satisfaction, and organizational performance. Drawing on a quantitative survey of 102 economically active individuals, the research investigates the effectiveness of various WLB initiatives, including flexible working hours, private medical care, and additional employee benefits. The results reveal that flexible working arrangements are the most impactful tool for enhancing work-life balance and significantly contribute to higher levels of employee motivation. A statistically significant positive correlation was observed between perceived work-life balance and motivation, indicating that improving WLB directly strengthens commitment, reduces burnout, and increases job satisfaction. Moreover, the findings highlight differences in WLB perceptions across demographic groups, suggesting the need for tailored policies. The study emphasizes that organizations actively supporting WLB achieve greater employee loyalty, improved productivity, and enhanced employer branding. These results have practical implications for human resource strategies, showing that integrating WLB initiatives can improve overall organizational performance and societal well-being. The paper also identifies research gaps and recommends exploring cultural, occupational, and remote work contexts in future studies to better understand how WLB strategies shape workforce engagement in dynamic labor markets.

Access to longitudinal, individual-level data on work-life balance and wellbeing is limited by privacy, ethical, and logistical constraints. This poses challenges for reproducible research, methodological benchmarking, and education in domains such as stress modeling, behavioral analysis, and machine learning. We introduce FLOW, a synthetic longitudinal dataset designed to model daily interactions between workload, lifestyle behaviors, and wellbeing. FLOW is generated using a rule-based, feedback-driven simulation that produces coherent temporal dynamics across variables such as stress, sleep, mood, physical activity, and body weight. The dataset simulates 1{,}000 individuals over a two-year period with daily resolution and is released as a publicly available resource. In addition to the static dataset, we describe a configurable data generation tool that enables reproducible experimentation under adjustable behavioral and contextual assumptions. FLOW is intended as a controlled experimental environment rather than a proxy for observed human populations, supporting exploratory analysis, methodological development, and benchmarking where real-world data are inaccessible.

Researchers today have found out the importance of Artificial Intelligence, and Machine Learning in our daily lives, as well as they can be used to improve the quality of our lives as well as the cities and nations alike. An example of this is that it is currently speculated that ML can provide ways to relieve workers as it can predict effective working schedules and patterns which increase the efficiency of the workers. Ultimately this is leading to a Work-Life Balance for the workers. But how is this possible? It is practically possible with the Machine Learning algorithms to predict, calculate the factors affecting the feelings of the worker's work-life balance. In order to actually do this, a sizeable amount of 12,756 people's data has been taken under consideration. Upon analysing the data and calculating under various factors, we have found out the correlation of various factors and WLB(Work-Life Balance in short). There are some factors that have to be taken into serious consideration as they play a major role in WLB. We have trained 80% of our data with Random Forest Classifier, SVM and Naive Bayes algorithms. Upon testing, the algorithms predict the WLB with 71.5% as the best accuracy.

In a climate where teachers feel deprofessionalized at the hands of regulations, testing, and politics, it is vital that teachers become empowered both in their own teaching and as agents of change. This physics education research study investigates the Streamline to Mastery professional development program, in which the teachers design professional development opportunities for themselves and for fellow teachers. The research reported here describes the process of teacher professional growth through changes in roles and identities. Videos, emails, and interviews were analyzed to glean insight into practice and participation shifts as these physical science teachers formed a community and engaged in their own classroom research. Implications for the role of PER in teacher professional development and teacher preparation will be discussed.

Burnout is a psychological syndrome marked by emotional exhaustion, depersonalization, and reduced personal accomplishment, with a significant impact on individual well-being and organizational performance. This study proposes a machine learning approach to predict burnout risk using the HackerEarth Employee Burnout Challenge dataset. Three supervised algorithms were evaluated: nearest neighbors (KNN), random forest, and support vector machine (SVM), with model performance evaluated through 30-fold cross-validation using the determination coefficient (R2). Among the models tested, SVM achieved the highest predictive performance (R2 = 0.84) and was statistically superior to KNN and Random Forest based on paired $t$-tests. To ensure practical applicability, an interactive interface was developed using Streamlit, allowing non-technical users to input data and receive burnout risk predictions. The results highlight the potential of machine learning to support early detection of burnout and promote data-driven mental health strategies in organizational settings.

In recent years, and particularly during the Covid-19 pandemic, Morocco has experienced significant pressure from user demand, leading to a significant workload in public hospitals. This situation raises major questions regarding the occupational health of healthcare staff. While previous studies have focused on the role of AI in the safety and resilience of military personnel, no research has investigated its role in protecting healthcare personnel from psychosocial risks. This inadequacy leads us to formulate the following central question:What is the contribution of machine learning to the prevention of emotional exhaustion (burnout) among healthcare staff in Morocco? This work is part of a modeling approach aimed at developing a predictive model of the risks of emotional exhaustion (burn-out), the parameters of which will be estimated using supervised learning. From a scientific perspective, this work aims to contribute to the development of systems for preventing psychosocial risks affecting staff in healthcare establishments. From a managerial perspective, this research aims to equip decision-makers in healthcare establishments so that they can anticipate psychosocial disorders linked to emotional exhaustion (burn-out) and implement appropriate preventive measures.

Changes are inherent in software development, often increasing developers' perception of instability. Understanding the relationship between human factors and Software Engineering processes is crucial to mitigating and preventing issues. One such factor is burnout, a recognized disease that impacts productivity, turnover, and, most importantly, developers' well-being. Investigating the link between instability and burnout can help organizations implement strategies to improve developers' work conditions and performance. This study aims to identify and describe the relationship between perceived instability and burnout among software developers. A cross-sectional survey was conducted with 411 respondents, using convenience sampling and self-selection. In addition to analyzing variable relationships, confirmatory factor analysis was applied. Key findings include: (1) A significant positive relationship between burnout (exhaustion and cynicism) and team, technological, and task instability; (2) A weak negative relationship between efficacy and technological/team instability, with no correlation to task instability; (3) Exhaustion was the most frequently reported burnout symptom, while task instability was the most perceived type of instability. These results are valuable for both industry and academia, providing insights to reduce burnout and instability among software engineers. Future research can further explore the impact of instability, offering new perspectives on monitoring and mitigating its effects in software development.

Job burnout is a type of work-related stress associated with a state of physical or emotional exhaustion that also involves a sense of reduced accomplishment and loss of personal identity. Burnt out can affect one's physical and mental health and has become a leading industry concern and can result in high workforce turnover. Through an empirical study at Globant, a large multi-national company, we created a theoretical model to evaluate the complex interplay among organizational culture, work satisfaction, and team climate, and how they impact developer burnout. We conducted a survey of developers in software delivery teams (n=3281) to test our model and analyzed the data using structural equation modeling, moderation, and multi-group analysis. Our results show that Organizational Culture, Climate for Learning, Sense of Belonging, and Inclusiveness are positively associated with Work Satisfaction, which in turn is associated with Reduced Burnout. Our model generated through a large-scale survey can guide organizations in how to reduce workforce burnout by creating a climate for learning, inclusiveness in teams, and a generative organizational culture where new ideas are welcome, information is actively sought and bad news can be shared without fear.

In this study, the relationship between burnout and family functions of the Melli Iran Bank staff will be studied. A number of employees within the organization using appropriate scientific methods as the samples were selected by detailed questionnaire and the appropriate data is collected burnout and family functions. The method used descriptive statistical population used for this study consisted of 314 bank loan officers in branches of Melli Iran Bank of Tehran province and all the officials at the bank for >5 years of service at Melli Iran Bank branches in Tehran. They are married and men constitute the study population. The Maslach Burnout Inventory in the end internal to 0/90 alpha emotional exhaustion, depersonalization and low personal accomplishment Cronbach alpha of 0/79 and inventory by 0/71 within the last family to solve the problem 0/70, emotional response 0/51, touch 0/70, 0/69 affective involvement, roles, 0/59, 0/68 behavior is controlled. The results indicate that the hypothesis that included the relationship between burnout and 6, the family functioning, problem solving, communication, roles, affective responsiveness, affective fusion there was a significant relationship between behavior and the correlation was negative. The burnout is high; the functions within the family will be in trouble.

While there is an emergence of research investigating the educational impacts of the COVID-19 pandemic, empirical studies assessing teacher mental health throughout the pandemic have been scarce. Using a large national dataset, the current study first compared mental health outcomes during the pandemic between pK-12 teachers and professionals in other occupations. Further, we compared the prevalence of mental health outcomes between in-person and remote teachers (n = 131,154). Findings indicated teachers reported greater mental health concerns than those in other professions, and that remote teachers reported significantly higher levels of distress than those teaching in-person. Policy implications are discussed, with a focus on providing support to meet the evolving needs of teachers.

High rates of turnover among software developers remain, involving additional costs of hiring and training. Voluntary turnover may be due to workplace issues or personal career decisions, but it might as well relate to Job Characteristics, or even Job Satisfaction and Work Exhaustion. This paper reports on an initial study which quantitatively measured those constructs among 78 software developers working in Brazil who left their jobs voluntarily. For this, we adapted well-known survey instruments, namely the JDS from Hackman and Oldham's Job Characteristics Model, and Maslach et al.'s Burnout Measurement. In average, developers demonstrated low to moderate autonomy (3.75, on a 1-7 scale) and satisfaction (4.08), in addition to moderate exhaustion (4.2) before leaving their jobs, while experiencing high task significance (5.15). Also, testers reported significantly lower job satisfaction than programmers. These results allow us to raise interesting hypotheses to be addressed by future studies.

Background: Employee innovation is a crucial aspect of organizations in the current era. Therefore, studying the factors influencing individual innovation is vital and unavoidable. Undoubtedly, job satisfaction is a significant variable in management sciences. Nowadays, all organizations are interconnected with technology. Objective: This research explores the relationship between job satisfaction and individual innovation, including its components, and the moderating role of technostress. Research Method: This study, in terms of purpose, is applied, and in terms of data collection method, it is a descriptive survey. Data collection tools included the Technostress Inventory by Tarafdar and colleagues (2007), Janssen's Individual Innovation Questionnaire (2000), and the Job Satisfaction Survey (JSS) by Spector (1994). The validity and reliability of these questionnaires were confirmed. The sample size for this study was 215, and data analysis was performed using SPSS and SMART-PLS software. Findings: Job satisfaction has a significant and positive relationship with individual innovation, idea generation, idea promotion, and idea implementation. Technostress moderates the relationship between job satisfaction and individual innovation, as well as idea generation and idea promotion. However, technostress does not play a moderating role in the relationship between job satisfaction and idea implementation. Conclusion: Based on the obtained results, organizations should take necessary measures to increase job satisfaction and reduce technostress among their employees.

Context: Voluntary turnover is common in the software industry, increasing recruitment and onboarding costs and the risk of losing organizational and tacit knowledge. Objective: This study investigates how job satisfaction, work-life balance, job embeddedness, and their antecedents, including job quality, personality traits, attitudes toward technical and sociotechnical infrastructure, and perceptions of organizational justice, relate to software professionals' turnover intentions. Method: We conducted a geographically diverse cross-sectional survey of software professionals (N = 224) and analyzed the data using partial least squares structural equation modeling (PLS-SEM). Our model includes both reflective and formative constructs and tests 15 hypotheses grounded in occupational psychology and software engineering literature. Results: Job satisfaction and embeddedness were significantly negatively associated with software professionals' turnover intentions, while work-life balance showed no direct effect. The strongest antecedents for job satisfaction were work-life balance and job quality, while organizational justice was the strongest predictor of job embeddedness. Discussion: The resulting PLS-SEM model has considerably higher explanatory power for key outcome variables than previous work conducted in the software development context, highlighting the importance of both psychological (e.g., job satisfaction, job embeddedness) and organizational (e.g., organizational justice, job quality) factors in understanding turnover intentions of software professionals. Our results imply that improving job satisfaction and job embeddedness is the key to retaining software professionals. In turn, enhancing job quality, supporting work-life balance, and ensuring high organizational justice can improve job satisfaction and embeddedness, indirectly reducing turnover intentions.

The study is conducted to evaluate the job satisfaction among the administrative and teaching faculties in higher educational institutions. Many researchers have conducted studies to evaluate differences in job perception between teaching and non-teaching staff. Despite this, none of the studies have explicitly focused on developing a formal mathematical approach for analysis. Thus, this paper aims to identify the job satisfaction parameters among staff in an educational institution by using Multi Criteria Decision Making (MCDM) tools. The factors influencing employee job satisfaction have been ascertained and hierarchically organized through the utilization of the standard deviation methodology. Analytical findings reveal that certain variables, including promotional opportunities, interpersonal relations with colleagues, managerial support, and the department of employment, exert a substantial impact on an individual's level of job satisfaction. The research posits that the strategic implementation of these variables and attributes by organizational management can significantly ameliorate challenges related to employee retention, thereby enhancing overall workforce efficiency.