Association of Stress on Wellbeing among Teacher: A Systematic Literature Review

Teacher well-being is a crucial issue for schools and society. It is seen as associate to teaching effectiveness, student outcomes, and educational governance. Teacher well-being is also associated with other psychological constructs, including negatively with teacher stress. Bad sentiments that a teacher experiences because of some aspects of their job are characterised as teacher stress. Many things can cause it, including when teachers fall short of expectations. To put it another way, for the process of work-related stress to start, employees must evaluate their situations and the demands of their surroundings as stressors and think that they lack the resources to deal with them, which causes behaviours that have a strong inﬂuence on their wellbeing. Thu s, the goal of this article is to conduct a systematic literature review of the association of stress on well-being. 21 papers were chosen after a search was performed in the Web of Science and Scopus databases. The findings indicated a negative significant association of stress on well-being, including both direct and indirect associations. The finding contributes to the few earlier studies on these collaborative associations.


Introduction
Stress appears in daily life as a factor that may endanger people's mental and physical health (Norful et al., 2021).According to psychology research on the subject, stress is a psychological response to environmental factors that can result in bodily arousal and dangers to one's wellness (Macintyre et al., 2020).A key issue for educators is teacher stress, with close to 30% of instructors experiencing clinically significant levels of stress (von der Embse et al., 2019).According to Cross et al (2020), teacher stress is characterized as bad feelings that a teacher encounters due to some part of their work.It can happen for several reasons, including when teachers fail to live up to expectations.Research has frequently shown that teacher stress harms instructional strategies (Bottiani et al., 2019).The subject's assessment of the expectations in the workplace and their ability to manage them affects how stressed out they or feel at work.In other words, for the process of work-related stress to begin, employees must assess their circumstances and the demands of their surroundings as stressors and perceive that they lack the tools to deal with them, leading to reactions that harm their wellbeing (Syrek et al., 2022).According to Harding et al (2019), a dual-component model of mental health, the concept of teacher well-being encompasses both protective and protective characteristics, such as teaching efficacy and connection to the school environment, and negative factors like stress (Mankin, et al., 2018).It is possible to define work-related well-being as a variety of experiences, such as optimistic affective states (such as enthusiasm), low levels of pessimistic affective states (such as anxiety), good psychosomatic health, and optimistic cognitive states (such as aspirations and assessments of job satisfaction) (Ray, 2021).Personal resources like self-esteem and emotional stability tend to interact with stress factors from the workplace to affect changes in well-being indicators.When stress at work is experienced, it consistently has a detrimental impact on employees' performance (Trumello et al., 2020), as shown by various psychological and physiological wellbeing measures.However, some people respond differently when confronted with pressures.Although many studies, including Macintyre et al (2020); Jerrim & Sims (2021); Kupers et al (2022); Von der Embse & Mankin (2020); Wong (2021);Alqarani et al (2023), conclude that stress and well-being at work are negatively correlated, there has been an increasing number of studies that attempt to explain why stressors may (Billet et al., 2023;Padmanabhanunni et al., 2023;Chan et al., 2023;Savage & Woloshyn, 2022).The systematic review discussed in this article aimed to investigate and comprehend the connection between work stress and well-being.The study generates inputs to support recommendations for enhancing well-being at work and lowering stress in organizations, as well as an overall picture of state of the art in this field of research and a critical review of the results collected.

Methodology
Through a systematic review, literature reviews may be quantitative and qualitative (Suarez et al., 2017).This article offers a systematic review of the literature to strengthen past wellbeing research that used systematic literature reviews, such as Macintyre et al ( 2020 (a) Formulating the Question The concepts and questions that a thorough literature review might be able to answer are presented in this section.a) Which are the characteristics of the articles analysed (type of studies, technique analysis used, and countries)?b) Does stress have a negative association with teacher well-being?

(b) Criteria for inclusion and exclusion of articles
The research topic should serve as the foundation for the selection criteria, suggest (Kitchenham and Charters, 2007).Okoli (2015) advised researchers to pick the periods they can review because it is difficult for academics to review the currently available published works.According to Higgins and Green (2011), timeline publication limits should only be used when it is known that pertinent studies could only have been reported during a specific period.The number of research linking stress to well-being has increased from 2020 to 2023, according to the findings of the search conducted on the selected database.Additionally, only research with genuine data is published in journals.To minimize understanding, the review only includes materials written in English.To search, the article inclusion and exclusion criteria are established at this stage (Siva et al., 2016): i. Temporal scope: articles have been included from the year 2020 to 2023.
ii. Quality of Research: articles were selected if published in journals included in Web of Sciences and Scopus iii.Area of knowledge: the knowledge areas are stress and well-being.iv.Language of publication: the articles analysed are published in English.v. Keywords: the keywords were "stress", "well-being", "teacher" and "education".vi.All non-peer-reviewed articles, and books and conference papers, were excluded.

(c) Conducting the Research
At this step, search, and selection the papers were chosen based on the inclusion and exclusion criteria and the research questions: i. Databases: Regarding coverage and content quality, the most relevant databases were utilised (Siva et al., 2016): Web of Science and Scopus.ii.Database search strategy: a combination of keywords was performed, by title, between stress and well-being.

(d) Analyzing the Result
First, Scopus and Web of Sciences were searched as databases.In 4054 publications, the association between stress and teachers' well-being was discovered.As a result, the database's sorting function was used to choose the selection criteria for all 846 articles automatically.825 articles were eliminated because they did not adhere to the criteria for inclusion.The remaining 21 publications focused on the association between stress and teacher well-being (Table 1).

Research Objective 1 -Characteristics of Articles (a) Type of Study
Based on this study's review of stress and well-being among teachers (Figure 1), it can be shown that most research methodologies are quantitative (86 per cent), followed by mixmethod studies (9 per cent), and there is only one qualitative study (5 per cent).

(b) Technique analysis used
The 18 quantitative investigations included 7 structural equation models, 4 Pearson correlations, 2 multiple regressions, ANOVAs, cluster analyses, and 1 Spearman-rank study (Figure 2).Only one qualitative study employed a thematic analysis to code a topic using information from interviews and triangulation.

Research Objective 2 -Association Stress and Well-Being
The review (Table 1) indicates that twenty-one studies show an association between stress and well-being among teachers.A few studies (three) point out that there is no association between stress and well-being Jogi et al ( 2023), but self-efficacy and burnout Jogi et al ( 2023), psychological capital Zewude & Hercz (2021), resilience (Zewude et al., 2022;Cho et al., 2021;Padmanabhanunni, Pretorius & Khamisa (2023), emotional and cognitive engagement Nong et al., 2022;Jian et al (2022) are the factors that associated with the well-being.Besides, seven studies shows that there is a negative association between stress and well-being among teacher such as (Macintyre et al., 2020;Jerrim & Sims, 2021;Alqarani, 2021;Zewude et al., 2022;Nong et al., 2022;Liang et al., 2022;Liao et al., 2023).According to a study by Kupers et al., (2022), teachers report increased stress due to work pressure and exhaustion.Longer work hours, demands from the job, a lack of control over the task Wong (2020), a lack of emotional support, and poor instructional support are additional variables that contribute to teacher stress (Chan et al., 2023).Von der Embse and Mankin (2020) estimate that there has been a 20% increase in teacher stress.According to a study by Billet et al ( 2023), 77.30 per cent of teachers reported high levels of stress and low levels of good emotions at work, such as positivity, joy, and contentment, which harmed their health.A study by Savage and Woloshyn (202) ed that female teacher reported significantly higher perceived stress than their male teachers.Meanwhile a study by Wong (2020), found male teachers had a higher level of stress rather than female teacher.Additionally, a study by Nazari and Alizadeh Oghyanous (2021) indicated that compared to more experienced teachers, novice teachers have a stronger link between stress and well-being.Additionally, the age and gender of the teacher had an impact on their degree of stress (Jian et al., 2022).Alqarani (2021) also indicated that low stress levels and good physical health were predictive of a prominent level of well-being.
Table 1 Studies included in Systematic Literature Review

Discussions and Conclusions
The literature review results show that most of the research topics are quantitative.However, there is less study used in research design for mix-method (two studies) and qualitative data (one study).Accordingly, this study finds that quantitative studies are more frequently used to link stress to teachers' well-being.Additionally, structural equation models are frequently employed in investigations as a tool for analysis.Additionally, it should be noted that numerous research has been conducted on the relationship between stress and teachers' overall well-being in nations like China and Finland.
The search results indicate that stress has a negative association with well-being among teachers, which is supported by previous studies such as (Macintyre et al., 2020;Jerrim & Sims, 2021;Alqarani, 2021;Zewude et al., 2022;Nong et al., 2022;Liang et al., 2022;Liao et al., 2023).Teacher stress because of a few factors such as work pressure and fatigue Kupers et al (2022), longer working hours Jerrim & Sim (2021), demands from the job, control over work Wong (2020), low of emotional support and instructional support (Chan et al., 2023).
Given that teachers are under more stress than before job burnout, the study's findings are alarming.As a result, school boards ought to put teacher well-being first.Therefore, policy makers and management teams in schools to take the initiative to lessen the sources of role uncertainty for teachers.Sharing expertise, providing written documentation outlining duties, and raising awareness of the connections between work activities are ways management school teams can strengthen.Future research could therefore look at other well-being-related characteristics.Similarly, other moderating or mediating factors, including religiosity, may be added.Despite the lack of studies that empirically examine these interactions collectively, it would be interesting to empirically examine both the direct and indirect links between each of these variables in a single study.
The previous research on the relationship between stress and teacher well-being was thoroughly reviewed for this study.Using information from the two databases, a thorough analysis of twenty-one studies on stress and teacher well-being was carried out (SCOPUS and Web of Sciences).The systematic literature review's findings revealed several studies on the relationship between stress and teachers' well-being.Studies published in the previous five years, from 2020 to 2023, were chosen because this study was conducted in 2023 to recover current outputs and new knowledge related to stress and well-being.The researchers' methods for assessing stress and well-being varied.The researcher should thoroughly study literature and validate the results with specialists from various nations.Teaching has been viewed as a demanding but rewarding profession.Because of the numerous factors that might affect a teacher's well-being, including a severe workload, lengthy teaching hours, big class sizes, student behavioural issues, crowded classrooms, and excessive administrative work, stress among teachers has also been a research topic.

Figure
Figure 1 Research approaches

Table 2
Summary of Major ConclusionsMajority of research leans towards quantitative methodologies.Limited representation of mixed-method and qualitative research designs.Frequent use of structural equation models.Cross-national variations observed, especially in China and Finland.