Exploring the Impact of Teachers’ Workplace Stress on Student Motivation, Teacher-Student Relationships, and Math Achievement
Vivian Morenike Olaseni 
& Themba Saziwa
Issue: Vol.6 No.9 Article 20 pp.2026 – 2034
DOI: https://doi.org/10.38159/ehass.20256920 | Published online 28th August, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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
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Dr. Vivian Morenike Olaseni is an accomplished educator and researcher with extensive experience across secondary and tertiary education. She has taught in secondary schools, lectured at Adekunle Ajasin University, and currently serves as a Postdoctoral Fellow at Walter Sisulu University, Mthatha, South Africa. She holds a Bachelor’s degree in English Language, a Master’s in Educational Management, and a PhD in Educational Management and Leadership. Her career reflects a deep commitment to advancing education through effective teaching, academic research, and leadership development. Her research areas include; school administration, policy implementation, and leadership strategies for improved teaching and learning outcomes. Teacher Professional Development, focusing on training, capacity building, and instructional effectiveness. English Language and Literature Education, pedagogy, curriculum development, and assessment in language and literature. Technology Integration in Education, particularly the use of ICT tools in enhancing teaching and learning and finally student Academic Performance and Engagement, examining factors influencing achievement and participation at secondary and tertiary levels.
Dr. Themba Saziwa is the Head of the Department of Adult and Education Foundations in the Faculty of Education at Walter Sisulu University. He holds a Doctor of Education (DEd) in Mathematics Education, a Master of Education (MEd) in Education Management and Policy, and a College Higher Education Diploma (CHED) specializing in Mathematics and Biology School Teaching. His research interests span Mathematics Education, Education Management, and Metacognition, with a focus on enhancing educational practices and deepening scholarly insight. Through his leadership and research, Dr. Saziwa continues to make significant contributions to the advancement of education.
Olaseni, Vivian Morenike, and Themba Saziwa. “Exploring the Impact of Teachers’ Workplace Stress on Student Motivation, Teacher-Student Relationships, and Math Achievement,” E-Journal of Humanities, Arts and Social Sciences 6, no. 9 (2025): 2026 – 2034, https://doi.org/10.38159/ehass.20256919.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
