Review article

Well-Being and Stress of Teachers in Marginalised Communities: A Systematic Review

Alexander Loziak orcid.org/0000-0003-2407-0970 ; Institute of Social Sciences of the Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Košice, Slovakia *
Mária Ďurkovská orcid.org/0000-0001-8134-6721 ; Institute of Social Sciences of the Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Košice, Slovakia
Samar Issmailová orcid.org/0009-0001-7601-6856 ; Institute of Social Sciences of the Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Košice, Slovakia
Miroslava Bozogáňová orcid.org/0000-0003-4295-1464 ; Institute of Social Sciences of the Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Košice, Slovakia
Lucia Heldáková ; Institute of Social Sciences of the Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Košice, Slovakia
Anna Kalistová ; Institute of Social Sciences of the Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Košice, Slovakia
Michal Kentoš orcid.org/0000-0003-2341-2457 ; Institute of Social Sciences of the Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Košice, Slovakia
Marcel Martončik orcid.org/0000-0003-4869-6900 ; Institute of Social Sciences of the Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Košice, Slovakia

* Corresponding author.

Abstract

Reported teacher stress and teacher attrition are at alarming
levels. These trends have led to a number of studies on the well-
-being and stress of teachers. Additionally, evidence suggests
that teachers' well-being is more severely threatened in marginalised
and low-income communities. This systematic review
aims to synthesise the current research evidence examining the
well-being and stress of teachers in marginalised communities.
The review included a systematic search of both qualitative and
quantitative peer-reviewed and unpublished empirical studies
and dissertations. Of the forty-five studies included in the review,
44% highlighted considerable stress and compromised well-
-being among teachers. However, 15% also revealed a strong
sense of purpose and a high level of involvement and commitment
of teachers. Additionally, 18% of the studies emphasised
the importance of positive relationships between teachers, their
colleagues, and school management, as well as the role of institutional
support in promoting teacher well-being. Based on the
results of the review and risk of bias assessment, we recommend
that future studies: 1) clearly define the target population and
pay more attention to the sample selection process, 2) include
the non-responding in the analysis and description, and 3) place
greater emphasis on ethical considerations.

Keywords

teacher; well-being; stress; work stress; marginalised

Hrčak ID:

344313

URI

https://hrcak.srce.hr/344313

Publication date:

9.2.2026.

Article data in other languages: croatian

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