Moroccan teachers’ perceived stress: the role of self-efficacy

Authors

  • Hicham Guider Laboratory of Biology and Health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco
  • Fatine Hadrya University Hassan First of Settat, Higher Institute of Health Sciences, Health Sciences and Technologies Laboratory, Settat, Morocco
  • Zineb Boumaaize Regional Center for Education and Training Professions, Rabat, Morocco
  • Badreddine Dahou Laboratory of Biology and Health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco
  • Youssef El Madhi Regional Center for Education and Training Professions, Rabat, Morocco
  • Abdelmajid Soulayman Laboratory of Biology and Health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco
  • Abdelrhani Mokhtari Laboratory of Biology and Health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco
  • Hinde Hami Laboratory of Biology and Health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco

DOI:

https://doi.org/10.3329/bjms.v24i2.81710

Keywords:

perceived stress; self-efficacy; teachers; mental health

Abstract

Background This study analyzes the effect of self-efficacy on perceived stress among experimental science teachers in public high schools in the city of Tetouan, Morocco. Methods We used two instruments in this cross-sectional study to measure perceived stress and self-efficacy rates among 258 participating teachers. The Perceived Stress Scale (PSS-10) assessed stress levels, while the Teacher Sense of Self-Efficacy Scale (TSES) measured selfefficacy across three dimensions: teaching strategies, student engagement, and classroom management. Results There is a significant correlation between teachers’ perceived stress and the three dimensions of the TSES. Age, years of teaching experience, number of classes taught, and regular physical activity were all significant indicators of reported stress. We found that weekly working hours and physical activity negatively influenced the level of self-efficacy. Conclusion These findings emphasize the pivotal significance of self-efficacy in diminishing stress and alleviating its detrimental consequences. Hence, it is imperative to prioritize the improvement of teachers’ psychological well-being.

Bangladesh Journal of Medical Science Vol. 24 No. 02 April’25 Page : 433-439          

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Published

2025-05-17

How to Cite

Guider, H., Hadrya, F., Boumaaize, Z., Dahou, B., Madhi, Y. E., Soulayman, A., … Hami, H. (2025). Moroccan teachers’ perceived stress: the role of self-efficacy. Bangladesh Journal of Medical Science, 24(2), 433–439. https://doi.org/10.3329/bjms.v24i2.81710

Issue

Vol. 24 No. 2 (2025)

Section

Original Articles

License

Copyright (c) 2025 Hicham Guider, Fatine Hadrya, Zineb Boumaaize, Badreddine Dahou, Youssef El Madhi, Abdelmajid Soulayman, Abdelrhani Mokhtari, Hinde Hami

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