Maslach Burnout Inventory-Educators Survey Research Articles

Burnout among the non-government secondary school teachers in Bangladesh: Prevalence, causes and effects

Nowadays, psychological burnout is prevalent in all professions. The purpose of this study is to investigate the prevalence, causes, and consequences of burnout among non-government school teachers in Panchagarh. This study used an explanatory sequential mixed approach. A stratified random selection methodology was employed to pick 25 schools, and 242 teachers were chosen using a simple random sample procedure. Finally, a purposive sample technique was used to select 15 teachers. Data was acquired using a standardized questionnaire and in-depth interviews. The Maslach Burnout Inventory-Educator Survey (MBI-ES) was used to assess the prevalence of burnout. Data was analyzed by descriptive statistics and thematic analyses. The study found a high prevalence of burnout in non-government school teachers in Panchagarh, with 48.35% experiencing high emotional exhaustion, 51.24% high depersonalization, and 45.04% low personal accomplishment. Also, the study found that low salary are the most contributing factor to burnout. Furthermore, 78.6% of respondents agreed that teacher burnout has negative effects on student academic achievement. Finally, the presence of teacher burnout in education is a challenging issue, as it negatively affects every aspect of the learning and teaching process. This study has implications for policymakers to develop plans to reduce teacher burnout and enhance teachers’ overall well-being.

Psychological problems among elementary and high school educators in Canada: association with sick days in the prior school year.

Increased sick leave among educators can detrimentally impact students' productivity, and academic achievement. It remains unknown whether the number of sick days taken by educators in the preceding school year correlates with the prevalence or severity of psychological problems among educators in the subsequent school year. This study aimed to examine the number of self-reported sick days taken by educators in three Canadian provinces during the 2021/2022 academic year and its association with measures of stress, burnout, low resilience, depression, and anxiety during the 2022/2023 school year. Data was collected from educators in three Canadian provinces, Alberta, Nova Scotia, and Newfoundland and Labrador, from September 1, 2022, to August 30, 2023. The Maslach Burnout Inventory-Educator Survey (MBI-ES), the Brief Resilience Scale (BRS), and the Perceived Stress Scale were used to assess burnout, resilience, and stress, respectively. Likely Generalized Anxiety Disorder (GAD) and likely Major Depressive Disorder (MDD) were assessed using the Generalized Anxiety Disorder-7 and Patient Health Questionnaire-9 scales, respectively. Statistical analysis was conducted using SPSS version 28. A total of 763 subscribers completed all the demographic, professional questions, and clinical scales, giving a response rate of 39.91%. Of these, there were 94 (12.3%) males and 669 (87.7%) females. Educators who reported taking 11 or more sick days in the previous academic year were at least three times more likely to exhibit high stress, emotional exhaustion, likely GAD, low resilience, and likely MDD than educators with no sick days during the preceding year. Similarly, educators with 11 or more sick days had significantly higher mean scores on the GAD-7 scale, the PHQ-9 scale, the PSS-10, the MBI Emotional Exhaustion subscale, and the MBI Depersonalization subscale than those with zero sick days. This study demonstrates a significant association between sick days and the prevalence and severity of high stress, low resilience, burnout, anxiety, and depression among educators. Short-term sick leave can escalate into long-term absences without adequate support for teachers. Governments and policymakers in the education sector must foster a supportive environment that enables teachers to thrive and effectively perform their professional role without taking prolonged sick days, which can undermine student learning and achievement.

Psychoeducation as burnout prevention for Hungarian teachers

The aim of this study is to examine the role of psychoeducation in preventing burnout among Hungarian teachers. Psychoeducation is a structured method of delivering professional information, combining elements of education, cognitive-behavioral therapy, and grouptherapy, with the goal of developing coping strategies to maintain health and ensure therapeutic collaboration. As part of the research, a 30-hour training program was developed and implemented with two groups, consisting of kindergarten and special education teachers (N=35). The core components of the training included self-awareness exercises, autogenic training techniques, and conflict management strategies. Changes in participants' burnout levels, psychological immune systems, coping methods, and perceived social support were assessed using pre- and post-training questionnaires (Maslach Burnout Inventory Educator Survey (MBI-ES), Oláh’s Psychological Immune System Survey, Coping Methods Questionnaire, MOS SSS-H Social Support Questionnaire, and Mental Health Test). A significant reduction in burnout was observed. The findings support previous research indicating that psychoeducation can effectively reduce stress and burnout, though its effectiveness may depend on various factors, such as the length and intensity of the program, as well as participants' motivation and commitment. Future research should involve larger sample sizes and longitudinal designs to assess the long-term benefits of psychoeducational interventions more accurately for teacher burnout.

Social support mediates job demands, and burnout relation among public senior high school teachers, Ghana

We investigated the extent to which job resources mediated the relation between job demands and burnout among public senior high school teachers in Ghana. We determined how job demands influenced the level of burnout among these teachers. Participants included 1028 public senior high school teachers (female = 491) who have been teaching between 1 year and 32 years. The participants completed the Maslach Burnout Inventory Educators Survey, the Job Content Questionnaire, and the Social Provisions Scale. Multiple linear regression analysis results indicated that job demands and social support predicted burnout among the teachers. Furthermore, social support partially mediated the effect of job demands on burnout. Thus, there was a high level of job demands among this group of teachers, which triggered high levels of burnout. In such a situation, quality teaching and supervision of students for effective learning could be compromised. There is the need for safety leadership in all matters that concern teachers’ health and safety.

The Impact of Social Support on Burnout among Lecturers: A Systematic Literature Review.

Interest and concern regarding the social support and burnout of college lecturers have grown over the past decades. Maintaining good mental health is critical for university lecturers. Social support has been identified as an effective resource against burnout. However, few studies have comprehensively examined the connection between social support and burnout specifically among college lecturers. Therefore, this review aims to explore how social support influences the burnout of college lecturers. This study employed the systematic literature review (SLR) methodology. A thorough systematic review of 20 studies was conducted between 2015 and 2024, drawn from five major databases: Web of Science, Scopus, APA PsycINFO, PubMed, and Eric. The review indicates that burnout is measured through the Maslach Burnout Inventory, Maslach Burnout Inventory-Educators Survey (MBI-ES), Maslach Burnout Inventory-General Survey (MBI-GS), Burnout Syndrome Evaluation Questionnaire, Copenhagen Burnout Inventory (CBI), Shirom-Melamed Burnout Measure (SMBM), and the Oldenburg Burnout Inventory (OLBI). While social support is measured through the Multidimensional Scale of Perceived Social Support (MSPSS) and Perceived Organizational Support (SPOS) survey. Individual and occupational factors contribute to lecturers' burnout. This study reveals the association between social support and burnout among lecturers and it emphasizes the multifaceted role of social support in alleviating burnout among lecturers. The findings suggest that educational institutions should strengthen support systems and increase the emotional support available among lecturers to relieve burnout.

Burnout Among EFL Teachers in Indonesia: Levels and Factors

Having highly motivated teachers is vital for effective teaching in foreign language classroom. Nevertheless, burnout may impair teachers' performance and negatively impact how they engage with students. The current study aimed at investigating the level of burnout among EFL teachers in Indonesia. This study was a mixed method study followed by forty-five EFL teachers who are currently teaching in high school level. Using Maslach Burnout Inventory Educators Survey, it was found 57.8% of participants responded they felt high levels of emotional exhaustion, followed by moderate levels (31.1%) and high levels (11.1%). Comparably, approximately 17.8% of the teachers felt they were not depersonalized, compared to 37.8% who felt it was moderate and 44.4% who felt it was extreme. High level of burnout was experienced by teachers with less than five years of teaching experience. Low to moderate level of burnout was found in teachers with more than five years experiences. Regression analysis found that length of experience significantly influences EFL teachers’ level of burnout (Sig. <.05). A further interview confirmed the factor that caused burnout among teachers such as teaching administration, adapting with technology, and dealing with misbehave students. This study highlighted the importance of addressing teachers’ burnout level.

Burnout among elementary and high school teachers in three Canadian provinces: prevalence and predictors.

Burnout is a longstanding issue among educators and has been associated with psychological and physical health problems such as depression, and insomnia. To assess the prevalence and predictors of the three dimensions of burnout (emotional exhaustion, depersonalization and lack of professional accomplishment) among elementary and high school teachers. This is a quantitative cross-sectional study with data collected via an online survey. The Maslach Burnout Inventory-Educator Survey (MBI-ES), the Brief Resilience Scale (BRS) and the Perceived Stress Scale were used, respectively, to assess burnout, resilience and stress among teachers. Data was collected between September 1st, 2022 and August 30th, 2023. SPSS (version 28, IBM Corp) was used for the data analysis. Overall, 1912 educators received a link to the online survey via a text message, and 780 completed the burnout survey questions, resulting in a response rate of 41%. The prevalence of emotional exhaustion, depersonalization, and lack of professional accomplishment were 76.9, 23.2, and 30.8%, respectively. Participants with high-stress symptoms were 6.88 times more likely to experience emotional exhaustion (OR = 6.88; 95% CI: 3.31-14.29), 2.55 times (OR = 2.55; 95% CI: 1.65-3.93) more likely to experience depersonalization and 2.34 times (OR = 2.34; 95% CI: 1.64-3.35) more likely to experience lack of professional fulfilment. Additionally, respondents with low resilience were 3.26 times more likely to experience emotional exhaustion symptoms (OR = 3.26; 95% CI: 2.00-5.31), than those with high resilience. Males were about 2.4 times more likely to present with depersonalization compared to female teachers, whilst those who indicated their marital status as partnered or cohabiting and those who selected "other" were 3.5 and 7.3 times, respectively, more likely to present with depersonalization compared with those who were single. Finally, Physical Education were 3.8 times more likely to present with depersonalization compared with English teachers. The current study highlights the predictive effects of low resilience and high stress on the three dimensions of burnout among teachers in Canada. Interventions aimed at addressing systemic stress and fostering resilience are needed to reduce burnout among teachers.

Psychosocial work environment and burnout among employees of a Ghanaian Public University

ABSTRACT The psychosocial climate of universities becomes very important because of the increasing student enrolment, academic-administrative duties, the quest for promotion, the fast-changing mode of lesson delivery, all leading to work overload. This study aims to examine the influence of psychosocial factors on burnout of employees of a public university in Ghana. A survey measuring burnout and psychosocial work characteristics with the Maslach Burnout Inventory – Educators Survey (MBI-ES) and job demands – Swedish Demand-Control-Support Questionnaire (DCSQ) was completed by 1,222 employees. We developed structural models that suggested that the elements of burnout – emotional weariness, personal accomplishment, and depersonalization – are positively impacted by job demands, social support, job decision freedom, harassment, and discrimination. The results further indicated that job demands, job decision latitude, social support, and harassment have significant effect on emotional exhaustion of the workers. Again, job decision latitude and discrimination significantly influenced depersonalization of the workers. In addition, job demands, job decision latitude, social support, and discrimination affected personal accomplishment. However, there was no statistically significant influence of discrimination on emotional exhaustion, job demand and depersonalization, social support and depersonalization, harassment and depersonalization, and harassment and diminished personal accomplishment. We conclude that by implementing practical interventions, such as regular training on how to reduce job demands, either physical or psychological, and enhancing social support and job control, burnout among the employees can be improved for improved health and quality teaching.

THE RELATIONSHIP BETWEEN THE EMOTIONAL LABOR AND BURNOUT LEVELS OF EFL TEACHERS AT UNIVERSITY PREPARATORY SCHOOLS

This study investigated the relationship between the emotional labor and burnout levels of English as a Foreign Language (EFL) teachers in languagepreparatory schools at Turkish universities. Data were collected from 179 EFL teachers from both state and foundation universities, using Turkish adaptations of the Emotional Labor Scale covering surface acting,deep acting andnaturally felt emotions, andthe Maslach Burnout Inventory Educators Survey including emotional exhaustion, depersonalization, and reduced personal accomplishment.Thefindings revealed that the most commonly experienced dimensions of emotional labor and burnout were naturallyfelt emotions and emotional exhaustion, respectively.Surface acting showed a positive correlation withemotional exhaustion and depersonalization, whereas displaying genuine emotions had a negative correlation with burnout.Furthermore, surface acting and naturally felt emotions emerged assignificant predictors of emotional exhaustion and depersonalization, while displaying natural emotions was a significant predictor of reduced personal accomplishment. These findings suggest that masking emotions fosters exhaustion and alienation from students,while the display of internalized and genuine emotionsincreases the sense of personal accomplishment and alleviates burnout. Therefore, we suggestthat institutions and administrators should support the emotional well-being of EFL teachersby encouraging their display of preferred feelings instead of imposing display rules on them.

Teachers’ worklife, mental health, and job burnout: Cases of Thailand and Indonesia

<span lang="EN-US">This study aimed to: i) explore the worklife areas, mental health, and job burnout among Thai and Indonesian teachers; ii) investigate the roles of worklife areas on mental health and burnout; and iii) compare the two groups of teachers. The participants consisted of 340 teachers (210 Thai teachers and 130 Indonesian teachers) who voluntarily responded to the online questionnaire. The instruments for data collection included the depression anxiety stress scales-21, the areas of worklife survey, and the Maslach Burnout Inventory-Educators Survey. Frequency, mean, standard deviation, Pearson correlation coefficient, and multiple regression analysis were utilized to analyze the data. The results revealed that the mean scores for six areas of worklife were comparable across the two groups, whereas the mean scores for mental health and job burnout were distinct. In addition, it was discovered that teachers’ worklife could predict their mental health and job burnout in Thailand and Indonesia. However, the predictive patterns varied for each scale of mental health and burnout, as well as across the two groups. The study’s findings shed light on the impacts of workplace factors on teachers’ mental well-being.</span>

Vocal Problems and Burnout Syndrome in Nonuniversity Teachers in Galicia, Spain

Introduction: Voice disorders and burnout syndrome are common among teachers. This study aimed to explore the relationship among vocal problems, burnout syndrome, and some personal work factors. Methods: This cross-sectional descriptive study enrolled 90 nonuniversity teachers who completed the Multidimensional Vocal Scale for Teachers (EVM-D) to evaluate vocal problems and an adapted Spanish version of the Maslach Burnout Inventory-Educators Survey (MBI-ES) to detect burnout syndrome. Results: Overall, 16% of teachers expressed symptoms compatible with burnout, and 60% of them were in the interval above the 75th percentile of the EVM-D, i.e., they had a high risk of vocal problems. An association between burnout and more vocal problems was established among teachers, particularly between the vocal symptoms and vocal abuse dimensions with the emotional exhaustion subscale of the MBI-ES. A history of anxiety/depression and fewer years of professional experience were associated with more vocal problems. The burnout group perceived more “loss of vocal power,” “vocal fatigue,” “vocal effort,” and “hoarseness.” Vocal abuse items received the highest scores of EVM-D. However, only “shouting” in the classroom was significantly different between the groups with and without burnout. Conclusion: Emotional exhaustion of burnout syndrome, history of anxiety/depression, and a shorter professional experience were associated with vocal problems, which could limit the performance of teachers. Reducing classroom noise, establishing strategies to avoid shouting, or strengthening personal accomplishments in teachers could be useful in breaking the cycle of vocal problems and emotional exhaustion, particularly at the beginning of their professional experience.

The Impact of Adaptive Leadership on Burnout in Special Education During the COVID-19 Pandemic

Occupational burnout among special education teachers results in increased attrition, and lower student and teacher outcomes. The purpose of this quantitative correlational study was to establish a framework of occupational burnout within special education and adaptive leadership theory. The quantitative correlational study surveyed K-12 special education teachers who taught during the COVID-19 pandemic. Sixty-seven eligible respondents completed the online survey including demographics, Maslach Burnout Inventory Educators Survey, Adaptive Leadership with Authority Scale, and sections of Pandemic Experiences and Perceptions Survey. A statistical correlation between teacher occupational burnout and adaptive leadership indicated supervisors using adaptive leadership strategies had less teacher attrition.

Teachers at risk: Depressive symptoms, emotional intelligence, and burnout during COVID-19.

Previous studies indicated that depressive symptoms are common among teachers due to job stress and difficulty in managing emotions. The aim of this research was to determine the levels of depressive symptomatology in a sample of secondary school teachers who worked during the COVID-19 pandemic and to analyze the relationships with their levels of burnout and emotional intelligence. The study involved 430 secondary school teachers residing in Madrid (Spain) who worked during the COVID-19 pandemic. Participants' age was between 25 and 60 (M = 41.40; SD = 11.07) and the gender distribution was 53.72% men and 46.28% women. We used the Spanish version of the Patient Health Questionnaire (PHQ-9), the Maslach Burnout Inventory Educators Survey (MBI-ES) and the Trait Meta-Mood Scale (TMMS-24). The main results indicated that teachers presented high means of depressive symptomatology, with women obtaining higher scores than men. Significant relationships were also observed between the levels of depressive symptomatology and the dimensions of burnout and emotional intelligence. Finally, the three dimensions of emotional intelligence would contribute to the depressive symptomatology of teachers, while of the burnout dimensions only Emotional Exhaustion would make a contribution. The possible consequences of depressive symptomatology in teachers during the pandemic are discussed, as well as the need to enhance protective factors such as emotional intelligence and to study burnout levels.

Relationship between mentalizing and teacher burnout: A cross sectional study.

Teaching is considered a high-risk profession due to the high impact of occupational risk factors which can endanger educators' mental health and lead to burnout syndrome. This study aimed to examine whether the capacity for mentalizing in teachers explains the degree of their burnout syndrome. The expectation was that a low capacity for mentalizing increases the degree of burnout. A cross-sectional study was conducted on a sample of 823 teachers. The Maslach Burnout Inventory-Educators Survey was used to examine the burnout syndrome. The capacity for mentalizing was examined using hypomentalizing and hypermentalizing scales from the Reflective Functioning Questionnaire. The expectation that a low capacity for mentalizing increases teachers' burnout confirms the finding that hypomentalizing is a positive predictor of their emotional exhaustion as a dimension of burnout (ß = 0.09; p < 0.01). Unexpectedly, hypomentalizing proved to be a positive predictor of personal accomplishment (ß = 0.09; p < 0.05), which indicates that with a lower capacity for mentalizing, teachers experience greater personal accomplishment. Also, hypermantalizing was a negative predictor of emotional exhaustion (ß = -0.17; p < 0.01) and depersonalization (ß = -0.31; p < 0.01), and a positive predictor of personal accomplishment (ß = 0.30; p < 0.01). The findings showed that with higher socioeconomic status, with marriage and having children, the burnout of teachers is lower, as expected. Capacity for mentalizing and burnout syndrome in teachers are interrelated phenomena. With a good capacity for mentalizing, emotional exhaustion and burnout in teachers are reduced. Knowledge and skills that enable a good capacity for mentalizing should be included in educational and teacher training programs.

A randomized controlled trial of an adapted group cognitive-behavioral therapy for burned-out teachers

ABSTRACT Objective Reports regarding experienced teacher burnout in public schools are becoming a concerning issue. Although several therapeutic interventions have been proposed to alleviate burnout symptoms, CBT programs appear to be more practical with large effects on burnout. However, there is limited research investigating the effects of an adapted group-based CBT program on teacher burnout. Methods The Maslach Burnout Inventory-Educators Survey was administered to 201 teachers working in public schools in Iran. Initial analyses indicated burnout symptoms in 66 teachers, who were randomly assigned to either a CBT treatment program or a waitlist group. The treatment group attended an adapted group therapy program with various therapeutic coping strategies, cognitive restructuring techniques, and applied relaxation training to facilitate cognitive and behavior change. Multilevel modeling was used to estimate treatment effects on teachers’ burnout symptoms. Results The results indicated the positive effects of the treatment program in improving teachers’ emotional exhaustion, depersonalization, and reduced personal accomplishment, which remained significantly elevated at a 6-month follow-up of the intervention. However, treatment effects and improvements in outcome measures were larger for novice teachers. Accordingly, teaching experience moderated the relationship between the group conditions and burnout levels. Conclusions The findings from the study suggest this culturally-adapted CBT intervention may contribute to overcoming occupational stressors and reducing teachers’ burnout, which is critically important for sustaining the workforce.

Regression of Self-care Practices on Reducing Burnout among Public High School Teachers of Laguna, Philippines

Most teachers experience a fair share of job stress and pressure at their workplace. Being burnt out has always influenced a teacher’s self-efficacy and productivity at work. This study investigated the level of self-care and burnout among high school teachers and the predictive nature of self-care on burnout. A stratified clustered sample of secondary public school teachers across five City Schools Divisions of Laguna, Philippines, voluntarily participated. The study employed a descriptive correlational research design to address the research questions. A sociodemographic questionnaire, the Self-care Assessment Worksheet, and the Maslach Burnout Inventory-Educator Survey were used to collect information through an online platform. The results showed that the teachers expressed high levels of physical, emotional, spiritual, and workplace self-care practices and a moderate level of psychological self-care. Across burnout dimensions, the teachers are experiencing moderate levels of emotional exhaustion, depersonalization, and personal accomplishment. Correlation analysis established significant relationships between all dimensions of self-care and personal accomplishment. Regression analysis revealed the predictive ability of workplace self-care practices on personal accomplishment. The findings presented implications and provided recommendations.

Improving early childhood teachers’ emotional skills supporting children’s academic socio-emotional development

ABSTRACT The purpose of this study was to test long-term impact of in-service emotional education on early childhood teachers’ emotional skills, burnout level and their children’s academic achievement and socio-emotional development. A total of 34 teachers, 13 as the treatment group and 21 as the control group, participated in the study. Thirty-three children from the treatment group and 40 children from the control group participated in the study. The teacher participants responded to the Turkish version of the Maslach Burnout Inventory-Educator Survey and the Turkish version of the Schutte Self-Report Emotional Intelligence Test before emotional skill education as a pre-test; after education as a post-test and; six months later as a follow-up test. Qualitative results revealed long-term positive impact of emotional education on teachers’ emotional regulation skills. Quantitative data support this finding. ANCOVA showed that the children in the treatment group surpluses the ones in the control group in academic achievement.

A cognitive-behavioral approach to teacher burnout: A randomized controlled trial of a group therapy program

ABSTRACT Background and Objectives: As a well-known phenomenon with significant social, biological, and psychological impacts, burnout syndrome has been viewed and treated from different therapeutic perspectives. However, few studies have evaluated interventions to prevent and alleviate teacher burnout. Design: This study comprised a randomized controlled trial (RCT) of a group-based cognitive–behavioral therapy (CBT) program for teacher burnout, with assessments at pre-treatment, post-treatment, and 6-month follow-up. Methods: The Maslach Burnout Inventory-Educators Survey (MBI-ES) was administered to 242 English language teachers with diverse professional profiles in Iran. Of these, 62 teachers with burnout symptoms were randomly assigned to either a group-based eight-week CBT treatment program or a waiting list control condition. Results: The results of a series of mixed factorial ANOVAs demonstrated significantly greater improvements for the treatment compared to the control condition on the total score and three subscales of the MBI-ES (teachers’ emotional exhaustion, depersonalization, and reduced personal accomplishment) at post-treatment, with treatment effects maintained at 6-month follow-up. Conclusions: This CBT intervention has promise for supporting teachers in stressful occupational conditions and reducing their burnout.

Work overload and organisational climate as predictors of job burnout among primary school teachers in Lesotho

This investigation adopted a correlational research design. This study aimed to establish whether work overload and organisational climate are predictors of burnout among primary school teachers in Lesotho. The sample comprised 350 primary school teachers. Data were collected through the use of the Maslach Burnout Inventory-Educators Survey, Overload Scale and School Environmental Questionnaire. Multiple regression analysis reveals that work overload and organisational climate are predictors of burnout among teachers. Pertaining to work overload, the study finds that primary school teachers in Lesotho are burdened with teaching many grades. In relation to organisational climate, the findings of the study are that teachers work under unfavourable working conditions.

Occupational Stress and Burnout among Secondary School Teachers in Sokoto Metropolis – Nigeria: How Does Coping Strategies Matter?

This study investigated occupational stress and burnout among senior secondary school teachers in Sokoto metropolis and their coping strategies. The population of the study consisted of all public senior secondary school Teachers in Sokoto metropolis, totaling (1, 216). One hundred and ninety-six (196) respondents were selected based on Krejcie and Morgan table of determining sampling size from eight (8) secondary schools. Descriptive design was used for the study. Three adopted instruments titled; Teacher Stress Scale by Liman (2016) to measure teachers’ stress, Maslach Burnout Inventory-Educator Survey (MBI-ES) by Maslach, Jackson and Schwab (1986) to measure teachers’ burnout, the Cope Inventory by Carver, Sheier and Weintraub (1989) to measure teachers’ coping strategies, were used to collect data for this research. Three hypotheses were tested and t-test was used for data analysis. The findings of the study shows that there is significance difference in occupational stress of male and female senior secondary school teachers in Sokoto metropolis but, there is no significant difference in burnout and coping strategies of male and female senior secondary school teachers in Sokoto metropolis. Conclusively, the findings of this research study shows that male teachers experience more stress than female teachers. The stress experienced by secondary school teachers can lead to reduced productivity and burnout. Nonetheless, stress coping strategies should be inaugurated to assist teachers reduced their stress. Some recommendations made include there is need to help teachers resolve occupational stress. This can be achieved through seminars, workshops, and sensitization programs.