ABSTRACT
We surveyed 1223 teachers from Iran, Japan, Türkiye, and the US to examine the relations among individual and professional factors and teacher emotional exhaustion, stress, coping, and self-efficacy. Teachers in all four countries reported high levels of stress, moderate levels of emotional exhaustion and coping, and moderate-to-high levels of self-efficacy. Stress and coping emerged as the strongest predictors of both emotional exhaustion and attrition risk across nations, while self-efficacy served an important protective role. A substantial proportion of teachers were found to be at risk of leaving the profession. These results underscore the urgent need for interventions to promote teacher well-being, especially in US schools and special education teachers, who were identified as being particularly vulnerable. Given the profound impact of teacher well-being on instructional quality, student outcomes, and the sustainability of the teaching workforce, addressing these risks constitutes a non-negotiable priority for educational policy.