The psychological well-being of educators in South African public high schools is increasingly under threat due to a range of occupational stressors, including learner-on-teacher violence, overcrowded classrooms, inadequate resources, and low wages. The demanding nature of their profession, coupled with systemic challenges, has led to increased stress levels, burnout, and mental health concerns among teachers. Given the critical role of high school educators in shaping future generations, it is crucial to understand the factors that affect their psychological well-being. This study examined the extent to which these stressors contribute to psychological distress among educators, resulting in burnout, anxiety, and reduced job satisfaction. Drawing upon existing literature and reports, this study examined the prevalence and intensity of work-related stressors and their relationship with symptoms of anxiety, depression, and emotional exhaustion among educators. While adopting a qualitative approach, the study further highlighted the significant impact of occupational stressors on the teaching quality of educators and the overall learning environment. Findings indicate that chronic occupational stressors exacerbate poor psychological well-being, decreased job satisfaction, and high attrition rates among educators. Moreover, socioeconomic disparities in different school environments increase stress levels, with under-resourced schools experiencing heightened challenges. The findings further reveal that educators’ support systems are insufficient, with a significant need for interventions to address both systemic and individual factors contributing to educators’ stress. This study contributes to the broader discourse on educators’ well-being by emphasising the need for improved working conditions, psychological support, and necessary policy reforms. The recommendation is aimed at mitigating the adverse effects of occupational stressors on educators’ psychological well-being.

Keywords: Occupational stressors, Psychological well-being, Educators, Self-efficacy, Public high school.