Psychological Health at Work of Moroccan Teachers

Abstract

Abstract: Background: Teaching has been considered a very demanding job and high-stress occupation. Moroccan teachers face several constraints and demands (e.g., overcrowded classrooms, work overload, lack of pedagogical resources, student misbehaviors) that impact their motivation and engagement. In this context, this study aims to identify the factors of well-being and psychological distress at work among primary and secondary school teachers in Morocco. Method: Data were collected by semi-structured interviews among 60 public teachers: 19 teachers in primary school, 16 teachers in middle school, and 25 teachers in high school. Results: The thematic analysis shows that teachers highlighted many harmful aspects of their job, namely: low-level students, lack of support from hierarchy, workload and overcrowded classrooms, emotional demands and student misbehaviors, poor working conditions, and low pay. It indicates that there are several sources of well-being at work among Moroccan teachers, such as a positive organizational climate, achieving objectives at work, motivation, seriousness, and desire to learn among students, having free time for itself, autonomy at work, and utility of the profession. Conclusion: The findings are in line with previous work and add some enrichment to the Job Demands-Resources theory.