Abstract

This study investigates the combined impact of seasonal weather variations and workload on teachers’ mental health, job satisfaction, and performance in the USA. While existing research has explored the individual effects of extreme weather and workload on educational outcomes, the interaction between these factors remains underexplored. This research aims to fill this gap by examining how different weather conditions (e.g., extreme heat, cold, humidity) and varying workload periods (e.g., exam seasons) affect teachers’ well-being and job performance.

The study also identifies effective coping mechanisms and school support strategies that mitigate weather and workload stressors. These insights provide valuable implications for policy changes and interventions to enhance teacher well-being and performance. By understanding the nuanced interactions between weather and workload, this research contributes to developing more resilient and supportive educational environments