Teacher–Student Conflict and Teacher Job Stress in South Korea: Public Health Implications and the Mediating Role of Controlling Classroom Managements

Abstract

This study explored the impact of teacher–student conflict on teacher job stress in South Korea, with a focus on the mediating role of students’ perceptions of controlling classroom environments. Data were drawn from 616 first-year middle school students, their parents, and teachers who participated in the 14th wave of the Korean Children and Youth Panel Survey (2021). Descriptive statistics, reliability analyses, and Pearson correlation coefficients were computed using SPSS Version 26.0, and mediation analysis was performed with PROCESS macro (Version 4.2; Model 4) employing bootstrapping procedures. The results reveal significant positive associations among teacher–student conflict, teacher job stress, and controlling classroom environments. Moreover, controlling classroom environments are positively related to teacher job stress and partially mediated the association between teacher–student conflict and teacher job stress. These findings underscore the importance of addressing classroom management practices to alleviate teacher stress, foster healthier teacher–student interactions, and promote teacher well-being. The study also highlights limitations, including the reliance on cross-sectional data, and suggests directions for future research to further clarify causal relationships and explore intervention strategies.