Publication record
- Original publication period
- January–June 2021
- Digitized / uploaded online
- August 11, 2026
The digitization/upload date records when this file was added to the website; it is not the article's original publication date.
Abstract
Teacher stress during emergency education is often discussed as an individual coping problem even when workload is produced by institutional design. This conceptual review distinguishes task volume, task fragmentation, emotional demand, decision uncertainty, and recovery opportunity. Evidence through 2021 is interpreted through a job-demands and resources perspective and organized into a Workload Recovery Ledger. The ledger asks schools to identify each recurring demand, its educational purpose, time pattern, duplication, responsible owner, available resource, and recovery protection. The synthesis argues that wellness seminars cannot compensate for conflicting deadlines, parallel reporting channels, continuous availability, or unbounded emotional labor. Individual coping remains valuable, but it should operate after unnecessary demands are removed and essential work is prioritized. The proposed framework links workload review with clear service standards, communication windows, escalation routes, peer support, and periodic stop decisions. This article reports no stress prevalence or intervention effect. It offers an organizational method for making invisible work visible and for evaluating whether coping support is matched by changes in working conditions.