Teacher's Stress in Malaysia
Several scientific studies have proven that teaching has become highly stressful for teachers in Malaysia. A large number of teachers face moderate to high levels of stress and experience burnout. Common problems include feeling tired and struggling to manage their time effectively (Pau et al., 2022).
There are a few overlapping symptoms that are contributing to increased stress among teachers. The most common issues faced by teachers include heavy teaching loads and excessive administrative work. There is a direct connection between the mentioned factors, low-level professional support and burnout (Ani et al., 2025). Moreover, the use of digital technology has also added to teachers’ stress. During and after COVID-19, teachers had to adapt to online teaching and digital tools in a short time. This can lead to “technostress,” especially for teachers who lack appropriate technological skills and necessary resources. Communication applications such as WhatsApp may also make it difficult for teachers to separate work from their personal time, as they may receive work-related messages from parents or students even after school hours (Izzati & Amirah, 2025). Another issue is the lack of support from school leaders. When teachers feel that their well-being is not prioritised by the school, they may feel less supported and more overwhelmed by their responsibilities (Amzat et al., 2021).
Teacher burnout can lead to serious effects on both mental and physical health. For example, a study conducted in 2017 among 1,482 secondary school teachers in Penang found that neck and shoulder pain (60.1%) and lower back pain (48.0%) were common among teachers. The study also found that lower back pain was related to severe depression or anxiety and high job demands, while neck and shoulder pain was linked to anxiety and low support from supervisors (Zamri, Moy, & Hoe, 2017).
Moreover, teachers who suffer from burnout can affect their decision to remain within the field of work. The number of early retirements has increased since 2022, with more than 19,000 teachers retiring (The Vibes, 2025). When teachers experience burnout, they may also lose motivation and enthusiasm for teaching. Thus, students’ engagement in class decreases, as well as their academic success (Amzat et al., 2021; Ani et al., 2025).
Overall, individual coping strategies, such as changing how teachers view stressful situations or seeking support from others, may not be enough to prevent burnout (Amzat et al., 2021). The school authorities also need to take action by reducing teachers’ workloads, providing better technology training, and offering stronger support. Without these changes, more teachers in Malaysia may leave the profession because of the growing pressure and demands.
References:
Amzat, I. H., Kaur, A., Al-Ani, W., Mun, S. P., & Ahmadu, T. S. (2021). Teacher burnout and coping strategies to remain in teaching job in Malaysia: An interpretative phenomenological analysis. Teacher Burnout and Coping Strategies to Remain in Teaching Job in Malaysia: An Interpretative Phenomenological Analysis, 10(3), 1075–1088. https://www.eu-jer.com/teacher-burnout-and-coping-strategies-to-remain-in-teaching-job-in-malaysia-an-interpretative-phenomenological-analysis
Ani, S., Atifah, N., Zake, M., Amanina, N., Akbar, A., Ain, N., Ramzi, N., Azira, N., & Zamziba, M. (2025). Teaching on the edge: How workload drives burnout among Malaysian educators. 15(5). https://doi.org/10.6007/IJARBSS/v15-i5/25130
Izzati, W. N., & Amirah, N. A. (2025). Job stress in teaching profession in Malaysia: A recent comprehensive structured review. International Journal of Research and Innovation in Social Science, IX(VIII), 2894–2910. https://doi.org/10.47772/ijriss.2025.908000236
Over 19,000 teachers opt for early retirement since 2022, citing waning interest in profession. (2025, August 20). The Vibes. https://www.thevibes.com/articles/news/111790/over-19000-teachers-opt-for-early-retirement-since-2022-citing-waning-interest-in-profession
Pau, K., Ahmad, A. B., Tang, H.-Y., Jusoh, A. J. Bin, Perveen, A., & Tat, K. K. (2022). Mental Health and Wellbeing of Secondary School Teachers in Malaysia. International Journal of Learning, Teaching and Educational Research, 21(6). https://www.ijlter.org/index.php/ijlter/article/view/5099
Zamri, E. N., Moy, F. M., & Hoe, V. C. W. (2017). Association of psychological distress and work psychosocial factors with self-reported musculoskeletal pain among secondary school teachers in Malaysia. PLOS ONE, 12(2), e0172195. https://doi.org/10.1371/journal.pone.0172195
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