Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being

Yolande Jane Van Der Merwe; Kezell Klinck

doi:doi:10.11648/j.edu.20251403.16

Research Article |

| Peer-Reviewed

Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being

Yolande Jane Van Der Merwe

, Kezell Klinck^*

Published in Education Journal (Volume 14, Issue 3)

Received: 15 April 2025 Accepted: 27 April 2025 Published: 16 June 2025

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Introduction: Teachers' health, day-to-day functioning, and career development are all greatly impacted by the elevated stress levels they are experiencing in the quickly changing educational landscape of today. Mounting data indicates that high stress degrades important parts of teaching, such as managing the classroom, emotional engagement, and general motivation, eventually reducing the quality of education and student results. Heavy workloads, difficulties integrating technology, regulatory changes, student behavior, a lack of administrative assistance, schedule issues, and rising societal demands are some of the interconnected pressures that are contributing to this developing concern. Many teacher preparation programs do not provide pre-service teachers with adequate stress management skills, which leads to early-career exhaustion and attrition despite the growing need for resilient and flexible teachers. Aim: The study aims to look into the main reasons why teachers experience stress, how it affects their health and performance on the job, and what coping strategies they use to stay productive. Method: A desk method methodology was used to identify common stressors and coping mechanisms, drawing on existing, reliable literature. Through data cross-referencing and triangulation across several sources, this approach guaranteed correctness and dependability. Findings: The study found that the main stressors were time management problems, workload, learner misconduct, and a lack of institutional support. Additionally, it uncovered trends in a range of educational settings, highlighting the necessity of coordinated stakeholder participation and focused stress-reduction interventions. Conclusions: Developing successful interventions that promote resilience, increase work satisfaction, and improve teaching quality and student achievement requires addressing the underlying causes of teacher stress. Contribution: This study aids in the creation of comprehensive support networks that foster teachers' well-being and a happier, more effective learning environment by addressing the causes and consequences of teacher stress and emphasising useful coping strategies.

Published in	Education Journal (Volume 14, Issue 3)
DOI	10.11648/j.edu.20251403.16
Page(s)	134-145
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Coping Strategies, Factors, Impact, Job Performance, Stress Levels, Teachers Well Being

References

[1]	Agada, J. T., & Zeb-Obipi, I. (2018). Workplace social infrastructure and employee commitment: A literature review. International Journal of Human Resources Management (IJHRM), 7(2), 1-12.
[2]	Algorani, E. B., & Gupta, V. (2023). Coping mechanisms. In StatPearls [Internet]. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK559015/
[3]	Algren, M. H., Ekholm, O., Nielsen, L., Ersbøll, A. K., Bak, C. K., & Andersen, P. T. (2018). Associations between perceived stress, socioeconomic status, and health-risk behaviour in deprived neighbourhoods in Denmark: A cross-sectional study. BMC Public Health, 18, Article 250. https://doi.org/10.1186/s12889-018-5134-3
[4]	Ariffin, T. F. T., Bush, T., & Nordin, H. (2018). Framing the roles and responsibilities of excellent teachers: Evidence from Malaysia. Teaching and Teacher Education, 73, 14-23. https://doi.org/10.1016/j.tate.2018.03.011
[5]	Asaloei, S. I., Wolomasi, A. K., & Werang, B. R. (2020). Work-related stress and performance among primary school teachers. International Journal of Evaluation and Research in Education, 9(2), 352-358. https://doi.org/10.11591/ijere.v9i2.20355
[6]	Basu, S., Qayyum, H., & Mason, S. (2017). Occupational stress in the ED: A systematic literature review. Emergency Medicine Journal, 34(7), 441-447. https://doi.org/10.1136/emermed-2016-206029
[7]	Beland, L. P., Brodeur, A., Haddad, J., & Mikola, D. (2021). Determinants of family stress and domestic violence: Lessons from the COVID-19 outbreak. Canadian Public Policy, 47(3), 439-459. https://doi.org/10.3138/cpp.2020-088
[8]	Bieliauskas, L. A. (2019). Stress and its relationship to health and illness. Routledge
[9]	Bjørndal, K. E. W., Antonsen, Y., & Jakhelln, R. (2022). Stress-coping strategies amongst newly qualified primary and lower secondary school teachers with a master’s degree in Norway. Scandinavian Journal of Educational Research, 66(7), 1253-1268. https://doi.org/10.1080/00313831.2021.1944934
[10]	Burić, I., Slišković, A., & Sorić, I. (2020). Teachers’ emotions and self-efficacy: A test of reciprocal relations. Frontiers in Psychology, 11, 1650. https://doi.org/10.3389/fpsyg.2020.01650
[11]	Canfield, C. F., Miller, E. B., Shaw, D. S., Morris, P., Alonso, A., & Mendelsohn, A. L. (2020). Beyond language: Impacts of shared reading on parenting stress and early parent-child relational health. Developmental Psychology, 56(7), 1305-1313. https://doi.org/10.1037/dev0000920
[12]	Clipa, O. (2017). Teacher stress and coping strategies. In Studies and Current Trends in Science of Education (pp. 120-128). Editura Lumen, Asociatia Lumen
[13]	Colborne, J. W. (2020). Perceived academic stress and coping strategies among first year psychology learners at a tertiary institution (Doctoral dissertation). [Institution Name if available].
[14]	De Witte, N. A., Buyck, I., & Van Daele, T. (2019). Combining biofeedback with stress management interventions: A systematic review of physiological and psychological effects. Applied Psychophysiology and Biofeedback, 44(2), 71-82. https://doi.org/10.1007/s10484-019-09432-0
[15]	Dike, I. C., Onyishi, C. N., Adimora, D. E., Ugodulunwa, C. A., Adama, G. N., Ugwu, G. C., ... & Iremeka, F. U. (2021). Yoga complemented cognitive behavioral therapy on job burnout among teachers of children with autism spectrum disorders. Medicine, 100(22), e25801. https://doi.org/10.1097/MD.0000000000025801
[16]	Dreer, B. (2023). On the outcomes of teacher wellbeing: A systematic review of research. Frontiers in Psychology, 14, 1205179. https://doi.org/10.3389/fpsyg.2023.1205179
[17]	Eddy, C. L., Herman, K. C., & Reinke, W. M. (2019). Single-item teacher stress and coping measures: Concurrent and predictive validity and sensitivity to change. Journal of School Psychology, 76, 17-32. https://doi.org/10.1016/j.jsp.2019.06.002
[18]	Emerson, L. M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8, 1136-1149. https://doi.org/10.1007/s12671-017-0691-4
[19]	Estrada-Muñoz, C., Castillo, D., Vega-Muñoz, A., & Boada-Grau, J. (2020). Teacher technostress in the Chilean school system. International Journal of Environmental Research and Public Health, 17(15), 5280. https://doi.org/10.3390/ijerph17155280
[20]	Fischer, T., Reuter, M., & Riedl, R. (2021). The digital stressors scale: Development and validation of a new survey instrument to measure digital stress perceptions in the workplace context. Frontiers in Psychology, 12, 607598. https://doi.org/10.3389/fpsyg.2021.607598
[21]	Funke, J., Fischer, A., & Holt, D. V. (2018). Competencies for complexity: Problem solving in the twenty-first century. In Assessment and teaching of 21st century skills: Research and applications (pp. 41-53). Springer. https://doi.org/10.1007/978-3-319-65368-6_3
[22]	Gadušová, Z., & Hašková, A. (2021). Investigation of stressors teachers face in schools. Education. Self-Development, 16, 192-203. https://doi.org/10.26907/esd.16.2.16
[23]	Gartstein, M. A., & Hancock, G. R. (2019). Temperamental growth in infancy: Demographic, maternal symptom, and stress contributions to overarching and fine-grained dimensions. Merrill-Palmer Quarterly, 65(2), 121-157. https://doi.org/10.13110/merrpalmquar1982.65.2.0121
[24]	Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., ... & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with learners’ mental health and wellbeing? Journal of Affective Disorders, 242, 180-187. https://doi.org/10.1016/j.jad.2018.08.080
[25]	Harmsen, R., Helms-Lorenz, M., Maulana, R., van Veen, K., & van Veldhoven, M. (2019). Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands. International Journal of Research & Method in Education, 42(1), 91-108. https://doi.org/10.1080/1743727X.2018.1429985
[26]	Harmsen, R., Helms-Lorenz, M., Maulana, R., & Van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), 626-643. https://doi.org/10.1080/13540602.2018.1465404
[27]	Havermans, B. M., Brouwers, E. P., Hoek, R. J., Anema, J. R., van der Beek, A. J., & Boot, C. R. (2018). Work stress prevention needs of employees and supervisors. BMC Public Health, 18, Article 642. https://doi.org/10.1186/s12889-018-5564-1
[28]	Haydon, T., Leko, M. M., & Stevens, D. (2018). Teacher stress: Sources, effects, and protective factors. Journal of Special Education Leadership, 31(2), 99-106.
[29]	Hepburn, S. J., Carroll, A., & McCuaig-Holcroft, L. (2021). A complementary intervention to promote wellbeing and stress management for early career teachers. International Journal of Environmental Research and Public Health, 18(12), 6320. https://doi.org/10.3390/ijerph18126320
[30]	Holman, D., Johnson, S., & O’Connor, E. (2018). Stress management interventions: Improving subjective psychological well-being in the workplace. Handbook of Well-Being, 1-13. https://nobascholar.com/chapters/34
[31]	Huang, L., Lei, W., Xu, F., Liu, H., & Yu, L. (2020). Emotional responses and coping strategies in nurses and nursing students during COVID-19 outbreak: A comparative study. PLOS ONE, 15(8), e0237303. https://doi.org/10.1371/journal.pone.0237303
[32]	Hwang, Y. S., Bartlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64, 26-42. https://doi.org/10.1016/j.tate.2017.01.015
[33]	Jiang, F., Zhou, H., Hu, L., Rakofsky, J., Liu, T., Wu, S., ... & Tang, Y. L. (2019). Psychiatry residents in China: Socio-demographic characteristics, career satisfaction, and related factors. Frontiers in Psychiatry, 10, 177. https://doi.org/10.3389/fpsyt.2019.00177
[34]	Karl, M., Schaber, R., Kress, V., Kopp, M., Martini, J., Weidner, K., & Garthus-Niegel, S. (2020). Precarious working conditions and psychosocial work stress act as a risk factor for symptoms of postpartum depression during maternity leave: Results from a longitudinal cohort study. BMC Public Health, 20, Article 1735. https://doi.org/10.1186/s12889-020-09878-5
[35]	Klingbeil, D. A., & Renshaw, T. L. (2018). Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. School Psychology Quarterly, 33(4), 501-511. https://doi.org/10.1037/spq0000291
[36]	Kshirsagar, R., & Seema, A. (2016). A conceptual framework on stress among undergraduate students—A literature review. International Journal of Management, IT and Engineering, 6(8), 0-0. http://www.ijmra.us/project%20doc/2016/IJMIE_AUGUST2016/IJMRA-7354.pdf
[37]	Labrague, L. J. (2021). Psychological resilience, coping behaviours and social support among health care workers during the COVID‐19 pandemic: A systematic review of quantitative studies. Journal of Nursing Management, 29(7), 1893-1905. https://doi.org/10.1111/jonm.13336
[38]	La Torre, G., Esposito, A., Sciarra, I., & Chiappetta, M. (2019). Definition, symptoms and risk of techno-stress: A systematic review. International Archives of Occupational and Environmental Health, 92, 13-35. https://doi.org/10.1007/s00420-018-1352-1
[39]	Lawal, A. M., & Idemudia, E. S. (2017). The role of emotional intelligence and organisational support on work stress of nurses in Ibadan, Nigeria. Curationis, 40(1), 1-8. https://doi.org/10.4102/curationis.v40i1.1692
[40]	Lin, C. E. (2021). Cognitive flexibility. In Encyclopedia of Autism Spectrum Disorders (pp. 1048-1049). Springer. https://doi.org/10.1007/978-1-4614-6435-8_102000
[41]	Longobardi, C., Badenes-Ribera, L., Fabris, M. A., Martinez, A., & McMahon, S. D. (2019). Prevalence of student violence against teachers: A meta-analysis. Psychology of Violence, 9(6), 596-603. https://doi.org/10.1037/vio0000224
[42]	Love, M. F., Sharrief, A., Chaoul, A., Savitz, S., & Beauchamp, J. E. S. (2019). Mind-body interventions, psychological stressors, and quality of life in stroke survivors: A systematic review. Stroke, 50(2), 434-440. https://doi.org/10.1161/STROKEAHA.118.022345
[43]	MacIntyre, P. D., Ross, J., Talbot, K., Mercer, S., Gregersen, T., & Banga, C. A. (2019). Stressors, personality, and wellbeing among language teachers. System, 82, 26-38. https://doi.org/10.1016/j.system.2019.02.005
[44]	Maeda, E., Nomura, K., Hiraike, O., Sugimori, H., Kinoshita, A., & Osuga, Y. (2019). Domestic work stress and self-rated psychological health among women: A cross-sectional study in Japan. Environmental Health and Preventive Medicine, 24, Article 11. https://doi.org/10.1186/s12199-019-0780-9
[45]	Martin, L., Oepen, R., Bauer, K., Nottensteiner, A., Mergheim, K., Gruber, H., & Koch, S. C. (2018). Creative arts interventions for stress management and prevention—a systematic review. Behavioral Sciences, 8(2), 28. https://doi.org/10.3390/bs8020028
[46]	Masarik, A. S., & Conger, R. D. (2017). Stress and child development: A review of the Family Stress Model. Current Opinion in Psychology, 13, 85-90. https://doi.org/10.1016/j.copsyc.2016.05.009
[47]	Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47-59. https://doi.org/10.1016/j.tate.2017.03.012
[48]	Mihók, P. (2021). The current challenges of applied social science research of Radon Spas’ English language marketing activities on the internet: Selected desk research results. Ekonomika a Spoločnosť, 22(1), 55-76. https://doi.org/10.24040/es.2021.22.1.55-76
[49]	Minghui, L., Lei, H., Xiaomeng, C., & Potměšilc, M. (2018). Teacher efficacy, work engagement, and social support among Chinese special education school teachers. Frontiers in Psychology, 9, 648. https://doi.org/10.3389/fpsyg.2018.00648
[50]	Navickienė, L., Stasiūnaitienė, E., & Kupčikienė, I. (2019). Causes of stress in teachers’ professional activity: School leaders' approach. Sveikatos Mokslai, 29(6), 72-77. https://doi.org/10.5281/zenodo.3662144
[51]	Nwoko, J. C., Emeto, T. I., Malau-Aduli, A. E., & Malau-Aduli, B. S. (2023). A systematic review of the factors that influence teachers’ occupational wellbeing. International Journal of Environmental Research and Public Health, 20(12), 6070. https://doi.org/10.3390/ijerph20126070
[52]	Obzera, N. (2021). Transportation and well-being: Developing a survey instrument for Canada School of Public Service employees [Unpublished doctoral dissertation].
[53]	Oishi, S., Takizawa, T., Kamata, N., Miyaji, S., Tanaka, K., & Miyaoka, H. (2018). Web-based training program using cognitive behavioral therapy to enhance cognitive flexibility and alleviate psychological distress among schoolteachers: Pilot randomized controlled trial. JMIR Research Protocols, 7(1), e8541. https://doi.org/10.2196/res8541
[54]	Owens, B., Mills, S., Lewis, N., & Guta, A. (2022). Work-related stressors and mental health among LGBTQ workers: Results from a cross-sectional survey. PLOS ONE, 17(10), e0275771. https://doi.org/10.1371/journal.pone.0275771
[55]	Paul, O. (2019). Perceptions of family relationships and post-traumatic stress symptoms of children exposed to domestic violence. Journal of Family Violence, 34(4), 331-343. https://doi.org/10.1007/s10896-018-9991-9
[56]	Pegg, S., Ethridge, P., Shields, G. S., Slavich, G. M., Weinberg, A., & Kujawa, A. (2019). Blunted social reward responsiveness moderates the effect of lifetime social stress exposure on depressive symptoms. Frontiers in Behavioral Neuroscience, 13, 178. https://doi.org/10.3389/fnbeh.2019.00178
[57]	Polizzi, C., Lynn, S. J., & Perry, A. (2020). Stress and coping in the time of COVID-19: Pathways to resilience and recovery. Clinical Neuropsychiatry, 17(2), 59-62. https://doi.org/10.36113/cnp.2020.01702
[58]	Poudel, A., & Wagle, S. (2022). Occupational stress and its coping strategies among school teachers of Pokhara Metropolitan. Journal of Health and Allied Sciences, 12(1), 29-33. https://doi.org/10.37128/jhas.v12i1.99
[59]	Präg, P. (2020). Subjective socio-economic status predicts self-rated health irrespective of objective family socio-economic background. Scandinavian Journal of Public Health, 48(7), 707-714. https://doi.org/10.1177/1403494820932135
[60]	Punia, B. K., Punia, V., & Garg, N. (2021). Life dissatisfaction among students: Exploring the role of intrapersonal conflict, insufficient efforts, and academic stress. Rajagiri Management Journal, 15(2), 113-128. https://doi.org/10.1108/RAMJ-03-2021-0299
[61]	Ramberg, J., Brolin Låftman, S., Åkerstedt, T., & Modin, B. (2020). Teacher stress and learners’ school well-being: The case of upper secondary schools in Stockholm. Scandinavian Journal of Educational Research, 64(6), 816-830. https://doi.org/10.1080/00313831.2019.1584772
[62]	Rosa, P. H. D., Beuter, M., Benetti, E. R. R., Bruinsma, J. L., Venturini, L., & Backes, C. (2018). Stressors factors experienced by hospitalized elderly from the perspective of the Neuman Systems Model. Escola Anna Nery, 22, e20180148. https://doi.org/10.1590/2177-9465-EAN-2018-0148
[63]	Setlhakgoe, M. R. (2018). Occupational stress in an information and communication technology company in South Africa [Doctoral dissertation, University of the Free State].
[64]	Smith, M., Hosking, J., Woodward, A., Witten, K., MacMillan, A., Field, A., ... & Mackie, H. (2017). Systematic literature review of built environment effects on physical activity and active transport-an update and new findings on health equity. International Journal of Behavioral Nutrition and Physical Activity, 14, 1-27. https://doi.org/10.1186/s12966-017-0506-3
[65]	Sohail, M. M., Baghdady, A., Choi, J., Huynh, H. V., Whetten, K., & Proeschold-Bell, R. J. (2023). Factors influencing teacher wellbeing and burnout in schools: A scoping review. Work, Preprint, 1-16. https://doi.org/10.3233/WOR-210227
[66]	Skaalvik, E. M., & Skaalvik, S. (2017). Dimensions of teacher burnout: Relations with potential stressors at school. Social Psychology of Education, 20, 775-790. https://doi.org/10.1007/s11218-017-9381-4
[67]	Takahashi, A., Flanigan, M. E., McEwen, B. S., & Russo, S. J. (2018). Aggression, social stress, and the immune system in humans and animal models. Frontiers in Behavioral Neuroscience, 12, 338283. https://doi.org/10.3389/fnbeh.2018.00383
[68]	Taniguchi, H., & Kato, T. (2019). The frequencies and effects of interpersonal stress coping with different types of interpersonal stressors in friendships on mental health and subjective well-being among college students. The Japanese Journal of Personality, 27(3), 252-258. https://doi.org/10.2132/personality.27.3_252
[69]	Turoń, K., & Kubik, A. (2021). Business innovations in the new mobility market during the COVID-19 with the possibility of open business model innovation. Journal of Open Innovation: Technology, Market, and Complexity, 7(3), 195. https://doi.org/10.3390/joitmc7030195
[70]	Tsang, K. K., & Kwong, T. L. (2017). Teachers’ emotions in the context of education reform: Labor process theory and social constructionism. British Journal of Sociology of Education, 38(6), 841-855. https://doi.org/10.1080/01425692.2017.1332819
[71]	Vancouver, J. B., Alicke, M., & Halper, L. R. (2017). Self-efficacy. In The self at work (pp. 15-39). Routledge. https://doi.org/10.4324/9781315607116
[72]	von der Embse, N., Ryan, S. V., Gibbs, T., & Mankin, A. (2019). Teacher stress interventions: A systematic review. Psychology in the Schools, 56(8), 1328-1343. https://doi.org/10.1002/pits.22300
[73]	Wilson, C., Marks Woolfson, L., & Durkin, K. (2020). School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching. International Journal of Inclusive Education, 24(2), 218-234. https://doi.org/10.1080/13603116.2018.1490318
[74]	Woods, S. L., & Rockman, P. (2021). Mindfulness-based stress reduction: Protocol, practice, and teaching skills. New Harbinger Publications.
[75]	Wu, Y. P., Ahorsu, D. K., Chen, J. S., Lee, C. H., Lin, C. Y., & Griffiths, M. D. (2022). The role of demographic factors, mindfulness and perceived stress in resilience among nurses: A cross-sectional study. Journal of Nursing Management, 30(7), 3093-3101. https://doi.org/10.1111/jonm.13461
[76]	Zamir, S. (2021). Teachers' authority in the postmodern era. European Journal of Contemporary Education, 10(3), 756-767. https://doi.org/10.13187/ejced.2021.3.756

Cite This Article

Plain Text BibTeX RIS

APA Style

Merwe, Y. J. V. D., Klinck, K. (2025). Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being. Education Journal, 14(3), 134-145. https://doi.org/10.11648/j.edu.20251403.16

Copy | Download

ACS Style

Merwe, Y. J. V. D.; Klinck, K. Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being. Educ. J. 2025, 14(3), 134-145. doi: 10.11648/j.edu.20251403.16

Copy | Download

AMA Style

Merwe YJVD, Klinck K. Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being. Educ J. 2025;14(3):134-145. doi: 10.11648/j.edu.20251403.16

Copy | Download

@article{10.11648/j.edu.20251403.16,
  author = {Yolande Jane Van Der Merwe and Kezell Klinck},
  title = {Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being
},
  journal = {Education Journal},
  volume = {14},
  number = {3},
  pages = {134-145},
  doi = {10.11648/j.edu.20251403.16},
  url = {https://doi.org/10.11648/j.edu.20251403.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20251403.16},
  abstract = {Introduction: Teachers' health, day-to-day functioning, and career development are all greatly impacted by the elevated stress levels they are experiencing in the quickly changing educational landscape of today. Mounting data indicates that high stress degrades important parts of teaching, such as managing the classroom, emotional engagement, and general motivation, eventually reducing the quality of education and student results. Heavy workloads, difficulties integrating technology, regulatory changes, student behavior, a lack of administrative assistance, schedule issues, and rising societal demands are some of the interconnected pressures that are contributing to this developing concern. Many teacher preparation programs do not provide pre-service teachers with adequate stress management skills, which leads to early-career exhaustion and attrition despite the growing need for resilient and flexible teachers. Aim: The study aims to look into the main reasons why teachers experience stress, how it affects their health and performance on the job, and what coping strategies they use to stay productive. Method: A desk method methodology was used to identify common stressors and coping mechanisms, drawing on existing, reliable literature. Through data cross-referencing and triangulation across several sources, this approach guaranteed correctness and dependability. Findings: The study found that the main stressors were time management problems, workload, learner misconduct, and a lack of institutional support. Additionally, it uncovered trends in a range of educational settings, highlighting the necessity of coordinated stakeholder participation and focused stress-reduction interventions. Conclusions: Developing successful interventions that promote resilience, increase work satisfaction, and improve teaching quality and student achievement requires addressing the underlying causes of teacher stress. Contribution: This study aids in the creation of comprehensive support networks that foster teachers' well-being and a happier, more effective learning environment by addressing the causes and consequences of teacher stress and emphasising useful coping strategies.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being

AU  - Yolande Jane Van Der Merwe
AU  - Kezell Klinck
Y1  - 2025/06/16
PY  - 2025
N1  - https://doi.org/10.11648/j.edu.20251403.16
DO  - 10.11648/j.edu.20251403.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 134
EP  - 145
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20251403.16
AB  - Introduction: Teachers' health, day-to-day functioning, and career development are all greatly impacted by the elevated stress levels they are experiencing in the quickly changing educational landscape of today. Mounting data indicates that high stress degrades important parts of teaching, such as managing the classroom, emotional engagement, and general motivation, eventually reducing the quality of education and student results. Heavy workloads, difficulties integrating technology, regulatory changes, student behavior, a lack of administrative assistance, schedule issues, and rising societal demands are some of the interconnected pressures that are contributing to this developing concern. Many teacher preparation programs do not provide pre-service teachers with adequate stress management skills, which leads to early-career exhaustion and attrition despite the growing need for resilient and flexible teachers. Aim: The study aims to look into the main reasons why teachers experience stress, how it affects their health and performance on the job, and what coping strategies they use to stay productive. Method: A desk method methodology was used to identify common stressors and coping mechanisms, drawing on existing, reliable literature. Through data cross-referencing and triangulation across several sources, this approach guaranteed correctness and dependability. Findings: The study found that the main stressors were time management problems, workload, learner misconduct, and a lack of institutional support. Additionally, it uncovered trends in a range of educational settings, highlighting the necessity of coordinated stakeholder participation and focused stress-reduction interventions. Conclusions: Developing successful interventions that promote resilience, increase work satisfaction, and improve teaching quality and student achievement requires addressing the underlying causes of teacher stress. Contribution: This study aids in the creation of comprehensive support networks that foster teachers' well-being and a happier, more effective learning environment by addressing the causes and consequences of teacher stress and emphasising useful coping strategies.

VL  - 14
IS  - 3
ER  -

Copy | Download

Author Information

Yolande Jane Van Der Merwe

Graduate School of Business Leadership, University of South Africa, Mahikeng, South Africa

Contact Email

http://orcid.org/0000-0003-4169-9586
Kezell Klinck

Faculty of Economic and Management Science, North-West University, Mahikeng, South Africa

Contact Email

http://orcid.org/0000-0001-8082-8200

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Merwe, Y. J. V. D., Klinck, K. (2025). Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being. Education Journal, 14(3), 134-145. https://doi.org/10.11648/j.edu.20251403.16

Copy | Download

ACS Style

Merwe, Y. J. V. D.; Klinck, K. Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being. Educ. J. 2025, 14(3), 134-145. doi: 10.11648/j.edu.20251403.16

Copy | Download

AMA Style

Merwe YJVD, Klinck K. Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being. Educ J. 2025;14(3):134-145. doi: 10.11648/j.edu.20251403.16

Copy | Download

@article{10.11648/j.edu.20251403.16,
  author = {Yolande Jane Van Der Merwe and Kezell Klinck},
  title = {Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being
},
  journal = {Education Journal},
  volume = {14},
  number = {3},
  pages = {134-145},
  doi = {10.11648/j.edu.20251403.16},
  url = {https://doi.org/10.11648/j.edu.20251403.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20251403.16},
  abstract = {Introduction: Teachers' health, day-to-day functioning, and career development are all greatly impacted by the elevated stress levels they are experiencing in the quickly changing educational landscape of today. Mounting data indicates that high stress degrades important parts of teaching, such as managing the classroom, emotional engagement, and general motivation, eventually reducing the quality of education and student results. Heavy workloads, difficulties integrating technology, regulatory changes, student behavior, a lack of administrative assistance, schedule issues, and rising societal demands are some of the interconnected pressures that are contributing to this developing concern. Many teacher preparation programs do not provide pre-service teachers with adequate stress management skills, which leads to early-career exhaustion and attrition despite the growing need for resilient and flexible teachers. Aim: The study aims to look into the main reasons why teachers experience stress, how it affects their health and performance on the job, and what coping strategies they use to stay productive. Method: A desk method methodology was used to identify common stressors and coping mechanisms, drawing on existing, reliable literature. Through data cross-referencing and triangulation across several sources, this approach guaranteed correctness and dependability. Findings: The study found that the main stressors were time management problems, workload, learner misconduct, and a lack of institutional support. Additionally, it uncovered trends in a range of educational settings, highlighting the necessity of coordinated stakeholder participation and focused stress-reduction interventions. Conclusions: Developing successful interventions that promote resilience, increase work satisfaction, and improve teaching quality and student achievement requires addressing the underlying causes of teacher stress. Contribution: This study aids in the creation of comprehensive support networks that foster teachers' well-being and a happier, more effective learning environment by addressing the causes and consequences of teacher stress and emphasising useful coping strategies.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Assessing Stress Levels Amongst Teachers: Factors, Impacts, Coping Strategies and Teacher Well Being

AU  - Yolande Jane Van Der Merwe
AU  - Kezell Klinck
Y1  - 2025/06/16
PY  - 2025
N1  - https://doi.org/10.11648/j.edu.20251403.16
DO  - 10.11648/j.edu.20251403.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 134
EP  - 145
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20251403.16
AB  - Introduction: Teachers' health, day-to-day functioning, and career development are all greatly impacted by the elevated stress levels they are experiencing in the quickly changing educational landscape of today. Mounting data indicates that high stress degrades important parts of teaching, such as managing the classroom, emotional engagement, and general motivation, eventually reducing the quality of education and student results. Heavy workloads, difficulties integrating technology, regulatory changes, student behavior, a lack of administrative assistance, schedule issues, and rising societal demands are some of the interconnected pressures that are contributing to this developing concern. Many teacher preparation programs do not provide pre-service teachers with adequate stress management skills, which leads to early-career exhaustion and attrition despite the growing need for resilient and flexible teachers. Aim: The study aims to look into the main reasons why teachers experience stress, how it affects their health and performance on the job, and what coping strategies they use to stay productive. Method: A desk method methodology was used to identify common stressors and coping mechanisms, drawing on existing, reliable literature. Through data cross-referencing and triangulation across several sources, this approach guaranteed correctness and dependability. Findings: The study found that the main stressors were time management problems, workload, learner misconduct, and a lack of institutional support. Additionally, it uncovered trends in a range of educational settings, highlighting the necessity of coordinated stakeholder participation and focused stress-reduction interventions. Conclusions: Developing successful interventions that promote resilience, increase work satisfaction, and improve teaching quality and student achievement requires addressing the underlying causes of teacher stress. Contribution: This study aids in the creation of comprehensive support networks that foster teachers' well-being and a happier, more effective learning environment by addressing the causes and consequences of teacher stress and emphasising useful coping strategies.

VL  - 14
IS  - 3
ER  -

Copy | Download