Psychological Foundations of Workload, Stress, and Teacher Well-being in the Context of Education Reform: A Systematic Literature Review

Abstract

Purpose: To identify and analyze the psychological basis underlying the relationship between workload, stress, and teacher well-being in the context of educational reform through a Systematic Literature Review (SLR) using the PRISMA model.

Design/Methodology/Approach: This study used a qualitative approach with the PRISMA model. The research procedure included the stages of identification, screening, eligibility, and inclusion of articles obtained from the Scopus database with publication criteria from 2015 to 2025. From this process, 21 relevant articles were obtained for analysis.

Results/Findings: The results of this study indicate that educational reform has a significant impact on increasing teachers' workload and stress, especially when policies are not balanced with adequate institutional support. Conversely, teachers' well-being can improve if they receive social support, work autonomy, and self-management strategies such as mindfulness.

Originality/Value: This study is based on psychological aspects that highlight the mental-emotional balance of teachers in facing policy changes and work pressures in the era of education reform.