Abstract

Teacher mental health has become an increasingly important area of academic inquiry as educational systems worldwide face rising pressures from curriculum reforms technological changes performance evaluation mechanisms and complex student needs. In both public and private schools teachers experience intense workloads emotional stress administrative responsibilities and work–life imbalances that directly influence their psychological well-being. This study provides a comparative examination of mental health among teachers working in public and private schools exploring variations in stress levels job satisfaction workplace environment burnout coping strategies and institutional support systems. Drawing upon psychological theories empirical evidence and socio-educational frameworks this paper investigates how institutional culture salary patterns workload distribution parental expectations and job security shape teachers’ mental health differently in the two school systems. The findings