Individual and Professional Factors Associated With Teacher Emotional Exhaustion, Stress, Coping, and Self‐Efficacy Across Four Nations

We surveyed 1223 teachers from Iran, Japan, Türkiye, and the US to examine the relations among individual and professional factors and teacher emotional exhaustion, stress, coping, and self‐efficacy. Teachers in all four countries reported high levels of stress, moderate levels of emotional exhaustion and coping, and moderate‐to‐high levels of self‐efficacy. Stress and coping emerged as the strongest predictors of both emotional exhaustion and attrition risk across nations, while self‐efficacy served an important protective role. A substantial proportion of teachers were found to be at risk of leaving the profession. These results underscore the urgent need for interventions to promote teacher well‐being, especially in US schools and special education teachers, who were identified as being particularly vulnerable. Given the profound impact of teacher well‐being on instructional quality, student outcomes, and the sustainability of the teaching workforce, addressing these risks constitutes a non‐negotiable priority for educational policy.