واقع ضغوط العمل لدى معلمي المرحلة الإعدادية في منطقة المثلث داخل الخط الأخضر

Objectives: This study aimed to examine the reality of work stress among preparatory school teachers in the Triangle region within the Green Line, to identify the sources of these stresses, their level of prevalence, and the differences in stress levels according to certain demographic variables, namely gender, years of experience, academic qualification, and school location. Methodology:The study adopted the descriptive-analytical approach, as it allows for a scientific description and systematic analysis of the phenomenon as it exists in reality.The study population consisted of male and female preparatory school teachers in the Triangle region within the Green Line during the academic year (2025)(2026).The study sample included teachers from Al-Razi Preparatory School in Jaljulia and Al-Salam Preparatory School in Tayibe, selected using a purposive sampling method.To collect data, the researchers developed a questionnaire consisting of (24) items distributed across six main domains: workload, role ambiguity, professional development, salaries and incentives, professional relationships with administration and colleagues, and time pressure.The validity and reliability of the instrument were verified using appropriate statistical methods. Results:The findings indicated that the level of work stress among preparatory school teachers in the Triangle region was moderate across all domains of the scale and in the overall score.The results also showed no statistically significant differences in the level of work stress attributable to years of experience, academic qualification, or school location.However, statistically significant differences were found with respect to the gender variable in the domain of salaries and incentives and in the overall score, in favor of female teachers. Conclusion:The study emphasized the importance of adopting educational and organizational interventions aimed at reducing teachers' work stress by improving the school work environment, enhancing psychological and professional support, reconsidering the distribution of job responsibilities, and providing material and moral incentives that contribute to increasing job satisfaction and mitigating the effects of occupational stress.