Teacher stress: Examining a model based on context, workload, and satisfaction

Abstract Perceived levels of work-related stress, workload, and job satisfaction were measured for 204 secondary teachers in the Hunter Region of New South Wales, Australia, using self-report questionnaires. A causal model was developed hypothesizing relationships between teacher characteristics; aspects of the teaching context; perceived workload; satisfaction with teaching; and four aspects of teacher stress: stress from staff tensions and conflict, time pressure, students and classroom conditions, and lack of rewards and recognition. Teaching context, workload, and satisfaction were found to affect stress directly. The importance of workload and job satisfaction was demonstrated by indirect effects between teaching context and stress outcomes.