ORIGINAL RESEARCH article
Front. Psychol.
Sec. Organizational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1580573
Strategic Organisational Support for Stress and Burnout: Insights from Rural Teachers' Stress Profiles
Provisionally accepted
Xi Fan1*
Fang Jianwei2*- 1Guangzhou Medical University, Guangzhou, China
- 2Guangdong Teachers College of Foreign Language and Arts (GTCFLA), Guangzhou, China
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This study explored the profiles of perceived stress among rural teachers in China and their relationships with occupational burnout and organizational support. A random sample of 6,105 rural teachers was surveyed online, with 6,000 valid responses. Standardised scales were employed, including the Perceived Stress Scale (developed by Cohen and Williamson, 1991), the Teacher Burnout Questionnaire (designed by Xu, 2003), and the Organizational Support Questionnaire (adapted by Chen and Chen, 2008). Latent Profile Analysis identified four stress profiles: High-Stress, Challenge, Balance, and Relaxed. High-Stress and Challenge teachers exhibited higher burnout and lower support, while Balance and Relaxed teachers reported lower stress and burnout and higher support. Demographic factors such as gender, age, marital status, and education significantly influenced stress profiles. Tailored interventions, including workload reduction, psychological support, mindfulness training, and mentoring, as well as enhanced organizational support, are recommended to promote teacher well-being and the sustainable development of rural education.
Keywords: Rural teachers, perceived stress, Occupational burnout, Organisational support, Latent profile
Received: 05 Mar 2025; Accepted: 18 Aug 2025.
Copyright: © 2025 Fan and Jianwei. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Xi Fan, Guangzhou Medical University, Guangzhou, China
Fang Jianwei, Guangdong Teachers College of Foreign Language and Arts (GTCFLA), Guangzhou, China
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