Psychological and Professional Stress Factors Affecting Teachers at the Wara Inspectorate from the Perspective of Arab Secondary School Teachers in the Republic of Chad during the Period (2024–2025).

Abstract

This study was conducted in the city of Abéché in 2025 to identify the psychological and professional stress factors affecting secondary school teachers’ performance during the period from 2024 to 2025. The researchers employed the descriptive-analytical method to investigate the administrative and professional conditions that contribute to work-related stress. The study sample consisted of 100 male and female teachers working in both public and private secondary schools in Abéché. Percentage scores and arithmetic means were used to measure the impact of stress on teachers’ performance.

The findings revealed that administrative factors are the primary source of psychological stress among secondary school teachers, while professional factors do not constitute major stressors. Based on these results, the study recommends supporting teachers by enhancing their social status and adopting modern administrative principles to reduce conflicting instructions and improve the work environment. The study also suggests conducting further research on psychological and professional stress across various professions and organizing regular training workshops to help teachers develop coping skills and manage school-related stress effectively.