Work-related stress, organisational commitment, and coping strategies in teachers: A narrative critical review

Estrés laboral, compromiso organizacional y estrategias de afrontamiento en docentes: revisión narrativa crítica

Resumen

Background: Teaching is consistently characterised by high psychosocial demands, with clinically meaningful stress, burnout, anxiety, and depression reported across diverse educational settings. This narrative critical review synthesises recent evidence (primarily 2019-2025) on (i) work-related stress and burnout profiles in teachers, (ii) links with organisational commitment and work retention, and (iii) coping strategies and organisational responses associated with better occupational mental health. Methods: A semi-structured search of multidisciplinary and regional databases was complemented by targeted screening of reference lists to capture Latin American evidence. The synthesis adopts a job demands resources perspective to connect workload, emotional labour, administrative burden, and role conflict with psychological outcomes and organisational trajectories.