Teacher wellbeing in schools: a systematic review of job demands and job resources

Research indicates that while teachers generally love their jobs, teaching remains a highly stress-sensitive profession. In recent years, concerns related to work stress and burnout, categorised as psychosocial risks, have been on the rise. These challenges are further intensified by increasing teacher shortages and attrition rates. This systematic literature review aims to provide a comprehensive overview of job resources and job demands in relation to three outcome dimensions (stress, burn out and wellbeing) in existing research literature on education. A total of 366 empirical studies were included. Among the most frequently reported job demands were workload, student-related challenges and time pressure. In contrast, the most commonly identified job resources included collegial support, student-teacher relationships, collaboration, and relationships with school leaders. The review concludes by offering suggestions for future research and discussing practical implications.