Detection of Needs in Response to Teacher Stress: A Qualitative Study in Public Secondary Schools

Authors

  • Darío Salguero García Area of Developmental and Educational Psychology, University of Almería, Carretera Sacramento s/n, La Cañada de San Urbano, 04131, Spain
  • Joaquín Tarifa Pérez Faculty of Educational Sciences, University of Almería, Carretera Sacramento s/n, La Cañada de San Urbano, 04131, Spain
  • Milagros Padilla Orta Mathematics Area, Regional Department of Educational Development and Vocational Training – Territorial Delegation of Education of Almería, Paseo de la Caridad, 125, 04008, Almería, Spain
  • Montserrat Monserrat Hernández Area of Sociology, Department of Geography, History and Humanities, University of Almería, Carretera Sacramento s/n, La Cañada de San Urbano, 04131, Almería, Spain

DOI:

https://doi.org/10.15503/jecs2026.1.417.431

Keywords:

work-related stress, secondary school teachers, stress prevention, psychological well-being, needs

Abstract

Aim. The aim of this study was to explore the needs expressed by secondary education teachers in public schools in Andalusia regarding work-related stress.

Methods. A qualitative approach was applied through semi-structured interviews conducted with 100 teachers from various public schools across the region. The data was analysed using content analysis to identify risk factors, coping strategies, and improvement proposals from the teachers’ own perspectives.

Results. The findings indicate that the highest stress levels occur at the end of each school term -particularly in June- mainly due to bureaucratic overload, evaluations, and decisions related to student promotion. Tasks not directly connected to teaching, such as paperwork and administrative planning, were also reported as highly stressful. Additional aggravating factors included strained professional relationships, lack of institutional support, and student behavioural problems. To manage stress, teachers mainly relied on physical activity, relaxation techniques, and personal support networks. The improvement proposals ranged from individual-level actions to broader structural measures, such as reducing student–teacher ratios, providing institutional psychological support, and strengthening team cohesion.

Conclusions. Teacher stress is a multifactorial issue that requires a comprehensive response. Effective management demands coordinated interventions at the individual, institutional, and policy levels to ensure both teacher well-being and the overall quality of education.

Originality. This study offers novel insights by highlighting teacher stress as a multifactorial issue shaped by individual, institutional, and structural factors, giving teachers a direct voice through qualitative exploration, and linking their lived experiences with practical proposals for evidence-based interventions and policy improvement.

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Author Biographies

  • Darío Salguero García, Area of Developmental and Educational Psychology, University of Almería, Carretera Sacramento s/n, La Cañada de San Urbano, 04131, Spain

    Profesor e investigador del Área de Psicología Evolutiva y de la Educación de la Universidad de Almería. Es Diplomado en Educación Primaria (Educación Física), Licenciado en Psicopedagogía, Licenciado en Ciencias de la Actividad Física y del Deporte, Doctor en Educación por la Universidad de Almería y Licenciado en Teología por la Universidad de Barcelona. Su trayectoria académica e investigadora se centra en el estudio de la calidad de vida, la gestión emocional y los trastornos de la conducta alimentaria, así como en el análisis del estrés y el síndrome de burnout en el profesorado universitario. Su trabajo combina enfoques interdisciplinares de la psicología educativa y de la salud.

  • Joaquín Tarifa Pérez, Faculty of Educational Sciences, University of Almería, Carretera Sacramento s/n, La Cañada de San Urbano, 04131, Spain

    Researcher, lecturer, and principal of the María Inmaculada School in Almería. He holds a Bachelor’s degree in Physical Activity and Sport Sciences and a Diploma in Primary Education (Physical Education). His academic and research career focuses on the study of health and quality of life among both students and teaching staff in secondary school environments.

  • Milagros Padilla Orta, Mathematics Area, Regional Department of Educational Development and Vocational Training – Territorial Delegation of Education of Almería, Paseo de la Caridad, 125, 04008, Almería, Spain

    Lecturer and researcher with the Delegation of Education of Almería, Junta de Andalucía. She holds a Technical Engineering degree in Agriculture, a Bachelor’s degree in Agricultural Engineering, and a Master’s degree in Occupational Risk Prevention. Her academic and research career focuses on the study of health and quality of life among both students and teaching staff in secondary school environments

  • Montserrat Monserrat Hernández, Area of Sociology, Department of Geography, History and Humanities, University of Almería, Carretera Sacramento s/n, La Cañada de San Urbano, 04131, Almería, Spain

    Lecturer and researcher in the Area of Anthropology within the Department of Geography, History and Humanities at the University of Almería. She holds a Diploma in Primary Education (Physical Education), a Bachelor’s degree in Human Nutrition and Dietetics, and PhDs in Social Sciences and Medical Sciences from the University of Almería. Her academic and research career focuses on the study of eating disorders, as well as on the analysis of stress and burnout in university teaching staff. Her work combines interdisciplinary approaches from the social and health sciences.

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Published

2026-06-27

Issue

Vol. 17 No. 1 (2026): Journal of Education Culture and Society

Section

EXPERIENCE

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Copyright (c) 2026 Darío Salguero García, Joaquín Tarifa Pérez, Milagros Padilla Orta, Montserrat Monserrat Hernández

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How to Cite

Salguero García, D., Tarifa Pérez, J. ., Padilla Orta, M., & Monserrat Hernández, M. . (2026). Detection of Needs in Response to Teacher Stress: A Qualitative Study in Public Secondary Schools. Journal of Education Culture and Society, 17(1), 417-431. https://doi.org/10.15503/jecs2026.1.417.431