Teacher stress and burnout are associated with many adverse outcomes for teachers, students, and the educational system. This paper describes the Coping-Competence-Context (3C) Theory of Teacher Stress. The theory is based on empirical research on teacher stress and coping highlighted within this special issue and attempts to more explicitly highlight three critical interconnected pathways to teacher stress development and intervention. The 3C model also highlights why teacher stress is important and should be the topic of future inquiry by showing clear links between teacher stress and adverse student and teacher outcomes. Lastly, this paper provides guidance for leverage points to intervene and describes a future research agenda in three domains: measurement, conceptual, and intervention issues and challenges.

教师压力和倦怠与教师、学生和教育系统的许多不利结果有关。本文描述了教师压力的应对-能力-上下文（3C）理论。该理论基于对本特刊中强调的教师压力和应对的实证研究，并试图更明确地强调教师压力发展和干预的三个关键的相互关联的途径。3C 模型还通过显示教师压力与不利的学生和教师结果之间的明确联系，强调了为什么教师压力很重要并且应该成为未来探究的主题。最后，本文为干预的杠杆点提供了指导，并描述了三个领域的未来研究议程：测量、概念和干预问题和挑战。