<![CDATA[Work stress among elementary school teachers is an important issue because high job demands, administrative responsibilities, and changes in educational systems may affect teachers’ psychological well-being and professional performance. This study aims to identify and synthesize factors contributing to work stress, its impacts, and strategies for managing work stress among elementary school teachers. This research employed a Systematic Literature Review (SLR) method following the PRISMA 2020 framework. Literature searches were conducted through Google Scholar using the keywords “work stress”, “elementary school teachers”, and “stress management” with Boolean operator AND. The literature selection was limited to scientific articles published between 2021 and 2026. From 167 identified articles, the screening and eligibility process resulted in 20 articles that met the inclusion criteria and were analyzed. The findings indicate that work stress among elementary school teachers is primarily influenced by workload, administrative demands, additional responsibilities, educational policy changes, and work environment conditions. Work stress was also found to be associated with teachers’ performance, productivity, and psychological well-being. The reviewed studies identified several stress management strategies, including individual strategies such as coping stress, self-care, time management, and adaptation, as well as organizational strategies through school support, positive work environments, education, and stress management training. These findings highlight the importance of implementing comprehensive stress management approaches involving both individual and organizational aspects to maintain teachers’ well-being and professional performance.]]>
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