Exploring the Impact of Teachers’ Workplace Stress on Student Motivation, Teacher-Student Relationships, and Math Achievement

This study investigates the relationship between teacher stress and workload and its effects on students’ academic performance in mathematics. A descriptive survey research design was employed to collect quantitative data through surveys. Purposive sampling was used to select participants from both private and public secondary schools in South Africa and Nigeria. A total of 236 mathematics teachers were included based on specific inclusion criteria. The study found that high teacher stress levels and excessive workload can negatively affect instructional quality, reduce student motivation, and create less effective learning environments. In contrast, supportive teaching conditions, such as manageable workloads and effective stress management strategies, improved student mathematics performance. Based on these findings, the study recommends a holistic approach to addressing the impact of teacher stress and workload, emphasizing the importance of supportive environments that prioritize both teacher well-being and student achievement. This study contributes to scholarship by exploring the frequently overlooked relationship between teacher stress, workload, and student academic performance in mathematics within South Africa and Nigeria. In this study, a critical research gap was filled by shifting focus from teacher competence to the impact of teaching conditions on student output. Furthermore, the study presents evidence-based recommendations that advocate for a holistic and systemic approach to improving student achievement by prioritizing teacher well-being. Finally, this study contributes to the fields of educational management and policy by emphasizing the importance of supportive teaching environments as one of the key factors in enhancing student learning outcomes. Keywords: Stress, Workload, Teachers, Performance, Mathematics