Teachers’ well-being continues to attract global attention due to rising workload demands and emotional exhaustion in educational settings. In secondary education, stress and burnout remain critical issues that impact both teaching quality and teacher retention. This study explored gender differences in how workload demands and motivation influence teachers’ stress and burnout, using a multigroup structural equation modelling (SEM) approach based on the Job Demands–Resources (JD–R) model, Self-Determination Theory (SDT), and the Transactional Model of Stress and Coping. Data were collected from 353 Nigerian secondary school science, mathematics, and technology teachers using validated questionnaires measuring workload demands, motivation, attitudes toward work, stress, and burnout. Results indicated that workload demands significantly predict stress and burnout across genders, with a stronger relationship among female teachers. Motivation positively affected attitudes towards work but showed mixed effects on stress and burnout depending on gender. Additionally, attitude towards work predicts stress and burnout, while stress also strongly predict burnout in both groups. These findings suggest that burnout is driven by both demands and motivation, with gender moderating teachers’ responses to occupational pressures. The study concludes that interventions aimed at improving teacher well-being must be gender-sensitive, focusing on reducing excessive workload, fostering intrinsic motivation, and strengthening professional support networks. These insights offer valuable guidance for policymakers and educational administrators seeking to enhance teacher resilience and performance through targeted professional development initiatives.
Falebita et al. (2026) studied this question.