The number of teachers leaving their professions due to high levels of stress is a growing worldwide concern. Previous psychological and physiological research has already identified potential classroom stressors: low student engagement and motivation, negative teacher-student relationships and interactions, as well as teacher-centered activities. The current study extends this research by examining the frequency and intensity of these stressors during actual classroom teaching. The heart rates of 40 teachers were recorded throughout one real-life classroom lesson as a proxy for teacher stress. Heart rate measurements were used to select potentially stressful and non-stressful classroom situations. We transcribed the interactions during these situations and coded the stressors according to the previously mentioned stressor categories. Multilevel regression analyses were conducted to predict teachers' heart rates based on the occurrence of classroom stressors. Students’ low engagement and motivation, as well as teacher-centered activities, significantly predicted an increased heart rate. However, pronounced differences were observed between teachers in what they experienced as stressful. This points to significant individual differences in teacher stress triggers and processes. Implications for research and practice are discussed.

由于高度的压力而离开专业的教师人数已成为世界范围内日益关注的问题。以前的心理学和生理学研究已经确定了潜在的课堂压力源：学生的参与度和动力不足，师生之间的负面关系和互动以及以教师为中心的活动。当前的研究通过在实际的课堂教学中检查这些压力源的频率和强度来扩展这项研究。在整个一堂现实课堂中，记录了40位老师的心跳，以代替老师的压力。使用心率测量来选择可能有压力和无压力的教室情况。我们在这些情况下转录了交互作用，并根据前面提到的压力源类别对压力源进行了编码。进行了多级回归分析，以根据教室压力源的出现情况预测教师的心率。学生的低参与度和动力，以及以教师为中心的活动，显着预示了心率增加。但是，在教师之间的压力感方面存在明显差异。这表明教师的压力触发因素和过程存在明显的个体差异。讨论了对研究和实践的意义。这表明教师的压力触发因素和过程存在明显的个体差异。讨论了对研究和实践的意义。这表明教师的压力触发因素和过程存在明显的个体差异。讨论了对研究和实践的意义。