The relationship between role overload and psychological wellbeing among employees

The gap

Evidence profile

Sourced from the recommendations of the source papers, classified as general, spanning 6 journals.

Supporting evidence — 8 representative gaps

• Teachers’ Flexibility and Coping Mechanisms among Teachers Impacted by School Closures (2026) · Journal of Education and Learning Reviews · doi

  Based on the findings of the study, the following were recommended: Establish Structured Peer-Support Networks – Create and provide teachers with the means of sharing experience and strategies in order to decrease isolation and offer mutual support. Ensure Clear and Compassionate Communication – Give early, transparent information about the closure and transition plans to reduce the teachers’ feelings of uncertainty, fear, and shock. Citation: Mangsat, I.P., & Naparan, G.B. (2026). Teachers’ Flexibility and Coping Mechanisms among Teachers Impacted by School Closures. Journal of Education and Learning Reviews, 3 (2), e2828; DOI: https://doi.org/10.60027/jelr.2026.e2828 [11/13] Journal of Education and Learning Reviews, 3 (2): March-April 2026 ISSN: 3057-0387 Website: https://so19.tci-thaijo.org/index.php/JELS/about Article ID: e2828 Provide Financial and Job Security Support – Provide financial help or promised teaching loads to alleviate short-term financial tension on the impacted teachers. Offer Targeted Training and Professional Development – Give displaced teachers adapt to new grade levels, subjects, or pedagogical demands through focused training programs. Facilitate Access to Counseling and Reduce Administrative Burdens – Offer teachers the counseling services and minimize non-teaching responsibilities so educators can prioritize recovery and focus on their students.

  generalrecommendations
  Keywords: teachers support provide offer financial give reduce impacted journal education learning reviews https teaching training
• Work-Life Balance and Job Conditions Among Secondary School Teachers in Baguio City: Basis for A Teacher Well-Being Program (2026) · Journal of Mental Health and Psychology · doi

  i. School heads and district leaders may continue to profile teachers according to relevant personal and professional characteristics so that support measures may be matched to actual teacher needs, particularly for those in more demanding career and life stages. ii. Schools may strengthen programs that preserve teachers’ work satisfaction, such as recognition of accomplishments, collegial support activities, and opportunities for meaningful participation in school improvement efforts, since professional fulfillment appeared to be a strong protective factor. iii. School administrators may provide differentiated support for teachers based on age, marital status, and years in teaching. Younger and less experienced teachers may be given mentoring and guidance in time management, while older teachers may be provided with more sustainable workload arrangements and wellness support. iv. Schools and the Schools Division Office may review the volume and scheduling of non-teaching tasks, reports, and deadlines in order to reduce unnecessary stress and allow teachers to focus more fully on instruction and preparation. v. Age-responsive stress management activities may be considered, particularly for teachers in the older age group, through wellness sessions, counseling access, and supportive task distribution that recognizes accumulated professional demands. vi. School leaders may strengthen organizational support systems by improving communication, clarifying expectations, providing encouragement during personal and professional challenges, and institutionalizing teacher wellness activities instead of relying only on informal support. vii. The proposed teacher well-being program may be https://journals.stecab.comStecab PublishingPage Journal of Mental Health and Psychology (JMHP), 1(1), 37-51, 2026 50 adopted, refined, and implemented by school administrators and education officials as a practical response to the work-life balance and job conditions revealed in the study. viii. Future researchers may conduct similar studies using larger samples, other school contexts, or qualitative and mixed methods approaches to examine more deeply how teachers experience work-life balance and job stress. They may also separate job demand indicators from job support indicators to generate a clearer explanation of their relationship. REFERENCES Adisa, T. A., Aiyenitaju, O., & Adekoya, O. D. (2022). The work-family balance of British working women during the COVID-19 pandemic. Journal of Work-Applied Management, 14(2), 241-260. https://doi.org/10.1108/JWAM-07-2021-0061 Admiraal, W., & Røberg, K. I. K. (2023). Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages. Teaching and Teacher

  generalrecommendations
  Keywords: teachers school support professional teacher teaching career life schools satisfaction activities management wellness stress balance
• Role of Educational Administrative Support in Strengthening Teachers' Professional Development Trends and Classroom Instructional Performance (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Given these findings, the study suggests that existing administrative support practices be sustained and further strengthened, particularly in leadership, mentoring, and resource provision. It may also be beneficial to continuously align supervisory practices with classroom needs to maintain and enhance teacher effectiveness. In addition, schools may consider promoting more structured and collaborative professional development activities that directly respond to teachers’ instructional needs and challenges. Future research may further explore these relationships using longitudinal or broader samples to validate long-term effects and examine other contextual factors that may influence teacher performance.

  generalrecommendations
  Keywords: practices further needs teacher given suggests existing administrative support sustained strengthened particularly leadership mentoring resource
• Relationship between Role Overload and Affective Commitment among Private School Teachers (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  1. Further studies should examine the relationship between role overload and psychological wellbeing among employees. 2. Future studies should adopt experimental designs involving participants from both public and private schools. 3. Government and educational stakeholders should recruit more teachers to reduce excessive workload. 4. School administrators should provide supportive organizational climates capable of enhancing teacher wellbeing and commitment. 5. Teachers should be provided with adequate teaching facilities and professional support systems to improve educational effectiveness.

  generalrecommendations
  Keywords: wellbeing educational teachers further examine relationship role overload psychological among employees future adopt experimental designs
• Teachers’ Emotional and Occupational Well-being Amid National Lockdown (2026) · Journal of Teaching and Learning · doi

  The study's findings informed the following recommendations: 1. Continuous and focused training programs must be established to improve teachers’ competency in online and hybrid teaching technologies, ensuring they are adequately prepared for abrupt transitions in methods of instruction. 2. Schools and governing bodies must guarantee that students and teachers possess sufficient access to essential technical tools and connections to reduce the digital divide and its associated stress. 3. Educational authorities ought to implement comprehensive support systems that cater to teachers' mental, physical, and social well-being, encompassing counselling services, peer faith-based or spiritual assistance. networking groups, and, where suitable, 4. Schools must proactively manage teacher workloads, particularly during crises, to avert burnout and sustain distinct boundaries between professional and personal life. School Governing Bodies and education departments must prioritize teacher well-being in their policies, acknowledging its essential role in teacher retention, efficacy, and student results.

  generalrecommendations
  Keywords: must teachers teacher schools governing bodies essential well informed following recommendations continuous focused training programs
• School Leadership and Teacher Retention: Principals' Experiences in Managing High Teacher Turnover (2026) · Journal of Development and Social Sciences · doi

  Based on the study's findings, the following are the key recommendations:  Schools should ensure fair and equitable compensation by offering competitive salaries and improving remuneration structures to enhance job satisfaction and reduce teacher turnover.  School principals and teachers should maintain open and effective communication channels.  Work responsibilities should be distributed fairly among staff members to help minimize stress, prevent burnout, and promote overall well-being among teachers.  Schools should continue to provide professional support, recognition, and opportunities for career advancement to strengthen teachers' commitment, improve job satisfaction, and enhance long-term retention. 237 Journal of Development and Social Sciences (JDSS) May-June2026, Vol. 7, No. 3

  generalrecommendations
  Keywords: teachers schools enhance satisfaction among based following recommendations ensure fair equitable compensation offering competitive salaries
• Organizational happiness of public elementary schools in an indigenous learning community: Its role in determining teacher empowerment (2026) · International Journal of Research Studies in Education · doi

  ➢ School administrators may sustain the high level of organizational happiness by continuously strengthening programs that promote teacher engagement, positive relationships, and recognition systems, ensuring that existing supportive practices are consistently implemented and institutionalized across all schools. ➢ School leaders may prioritize the enhancement of teacher empowerment by expanding opportunities for International Journal of Research Studies in Education 43 Kidmano, C. B., Vadil, C. F., & Agustin, A. A. ➢ ➢ ➢ autonomy, participatory decision-making, leadership roles, and structured professional development programs that allow teachers to actively contribute to school improvement processes. Since the relationship between organizational happiness and teacher empowerment is weak but significant, administrators may design integrated programs that intentionally connect teacher well-being initiatives with empowerment structures, ensuring that positive workplace experiences translate into increased professional agency and participation. The proposed Educational Administration Intervention (training design) may be adopted, piloted, and regularly evaluated within the district to ensure its effectiveness in addressing identified gaps in organizational happiness and teacher empowerment and to support continuous professional growth among teachers. Future researchers are encouraged to replicate this study in other educational settings, including secondary schools or other districts, using mixed-methods approaches and incorporating additional variables such as leadership styles, organizational culture, job satisfaction, and teacher performance to provide a more comprehensive understanding of the dynamics between organizational happiness and teacher empowerment.

  generalrecommendations
  Keywords: teacher organizational empowerment happiness school programs professional administrators positive ensuring schools leadership teachers design educational
• School Head's Leadership Efficiency on Teacher's Moral Support in Public Elementary School: Basis for Enhancing Annual Implementation Plan (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  The Department of Education, Schools Division Office, and district supervisors should support leadership- development initiatives that give greater emphasis to emotional intelligence, empathetic communication, conflict management, and reflective practice. School heads should institutionalize regular wellness activities, coaching and listening sessions, peer-support mechanisms, and practical life-skills or vocational learning opportunities. Resource allocations in the Annual Implementation Plan should explicitly provide for teacher well-being, professional support, and the documentation needed to monitor participation and outcomes. Teachers should be actively involved in identifying support needs, designing activities, providing feedback, and evaluating the usefulness of the program. Schools should implement the Teacher Moral Support Enhancement Program through a collaborative and evidence-based process, using quarterly reviews and teacher-satisfaction data to refine activities. Future researchers may examine the long-term effects of specific wellness and leadership interventions on teacher performance, retention, burnout, job satisfaction, and learner outcomes, and may replicate the study in other districts or with larger and more diverse samples. 199 ISSN: 3116-3475

  generalrecommendations
  Keywords: support teacher activities schools leadership wellness outcomes program satisfaction department education division office district supervisors

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