Psychosocial Work Environment and Mental Health Outcomes among Teachers: An Umbrella Review of Evidence Syntheses

Abstract

Introduction: Psychosocial risks in teaching represent a growing problem for occupational health due to their impact on physical and mental well-being and professional performance. Several studies have indicated that factors such as work overload, emotional demands, work-family conflict, and lack of organizational support contribute significantly to the deterioration of teachers’ mental health. Method: An umbrella review of systematic reviews published between 2020 and 2025 was conducted, using the PubMed, SciELO, Redalyc, and Dialnet databases. Reviews related to psychosocial risks, occupational health, and teacher well-being were included, while primary studies, reviews without an explicit methodology, and opinion pieces were excluded. The methodological quality of the selected studies was assessed using the AMSTAR-2 tool. Results: Of the 38 records identified, 5 systematic reviews that met the inclusion criteria were selected. The findings revealed a high level of exposure among teachers to psychological, organizational, and emotional demands associated with work-related stress, emotional exhaustion, and burnout. Work-family conflict, surface acting, depersonalization, low self-esteem, and insufficient organizational support were also identified as relevant factors. The use of instruments such as the CoPsoQ/ISTAS21 for psychosocial risk assessment was also highlighted. Conclusion: The evidence demonstrates that psychosocial risks constitute a priority issue among teachers, with direct repercussions on mental health and job performance. Strengthening preventive strategies, institutional support, and research in the field of education is needed to promote healthier and more sustainable work.