Impact of Self-Compassion and Perceived Peer Support on Occupational Stress and Mental Health of Teachers: A Literature Review

Abstract

Occupational stress in education significantly impacts teachers, influencing their mental health and professional efficacy. This literature review scrutinizes the interrelations between occupational stress, mental health, and the mediating and moderating roles of self-compassion and perceived peer support, respectively. It reveals that while occupational stress is exacerbated by factors like large class sizes and high stakes demands, self-compassion and peer support can serve as buffers, potentially mitigating its negative outcomes. The review suggests that self-compassion, emphasizing self-kindness and mindfulness, may mediate stress effects, whereas perceived peer support could moderate them, reinforcing the individual’s psychological resilience. The implications of these findings are profound, urging policymakers and school administrators to address the root causes of teacher stress and to support interventions that foster self-compassion and peer support networks. Recommendations include the development of stress reduction programs, self-compassion workshops, and initiatives to enhance peer support. The conclusions drawn underscore the urgent need to safeguard educators’ well-being, highlighting the pivotal role of internal and external support systems in shaping the educational landscape and the development of future generations.