Teacher well-being: Perceived stress, psychosocial risks, and burnout in Morocco

IntroductionTeachers encounter various challenges that can significantly affect their professional well-being. This issue stands as of paramount importance, for it not only wields influence over job satisfaction but also carries weighty implications for the quality of education provided.ObjectivesThis study aims to investigate the factors that affect teachers’ well-being, specifically examining the relationship between perceived stress, psychosocial risks, and burnout among public high school teachers in Tetouan, Morocco.MethodsA questionnaire survey was conducted among 258 teachers, resulting in a response rate of 57%. Three distinct instruments were used to collect data: The Perceived Stress Scale (PSS) to evaluate perceived stress levels, the Job Content Questionnaire (JCQ) to assess psychosocial risks at work, and the Maslach Burnout Inventory (MBI) for burnout measurement. We examined the bivariate correlations among these three concepts.ResultsThe results demonstrate significant associations among the studied factors. Perceived stress has a positive correlation with emotional exhaustion (r=0.51; p