Association of Stress on Wellbeing among Teacher: A Systematic Literature Review

Abstract

Teacher well-being is a crucial issue for schools and society. It is seen as associate to teaching effectiveness, student outcomes, and educational governance. Teacher well-being is also associated with other psychological constructs, including negatively with teacher stress. Bad sentiments that a teacher experiences because of some aspects of their job are characterised as teacher stress. Many things can cause it, including when teachers fall short of expectations. To put it another way, for the process of work-related stress to start, employees must evaluate their situations and the demands of their surroundings as stressors and think that they lack the resources to deal with them, which causes behaviours that have a strong influence on their wellbeing. Thus, the goal of this article is to conduct a systematic literature review of the association of stress on well-being. 21 papers were chosen after a search was performed in the Web of Science and Scopus databases. The findings indicated a negative significant association of stress on well-being, including both direct and indirect associations. The finding contributes to the few earlier studies on these collaborative associations.