{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T08:34:44Z","timestamp":1786523684667,"version":"build-2736575974"},"reference-count":33,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T00:00:00Z","timestamp":1786492800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Public Health"],"abstract":"<jats:p>This study explored the relationship between homeroom teachers\u2019 time pressure, emotional exhaustion, and students\u2019 behavioral problems, as well as the mediating and moderating mechanisms underlying these associations. A total of 86 primary and secondary homeroom teachers and 1,287 students were recruited and surveyed via standardized scales. Results showed that teachers experienced moderate time pressure, with administrative work occupying teaching time as the most prominent issue; secondary school teachers reported higher time pressure than primary school teachers. Nearly half of the teachers suffered moderate or above emotional exhaustion, which was more severe among teachers with over 10\u202fyears of teaching experience. The overall detection rate of students\u2019 behavioral problems was 18.34%, with externalizing problems significantly more severe than internalizing problems. Correlation analyses revealed significant positive associations between teachers\u2019 time pressure, emotional exhaustion, and students\u2019 behavioral problems. Regression analyses indicated that time pressure and emotional exhaustion positively predicted students\u2019 behavioral problems. Further analyses confirmed that emotional exhaustion partially mediated the link between time pressure and students\u2019 behavioral problems, while teaching experience moderated the relationship between time pressure and emotional exhaustion. These findings suggest that targeted interventions optimizing teachers\u2019 working time allocation and implementing stratified psychological support can effectively reduce teachers\u2019 emotional exhaustion and improve students\u2019 behavioral development.<\/jats:p>","DOI":"10.3389\/fpubh.2026.1920886","type":"journal-article","created":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T08:06:31Z","timestamp":1786521991000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Correlation between time pressure, emotional exhaustion, and children\u2019s behavioral problems among primary and secondary school homeroom teachers"],"prefix":"10.3389","volume":"14","author":[{"given":"Shuai","family":"Teng","sequence":"first","affiliation":[{"name":"School of Teacher Education, Weifang University","place":["Weifang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yuguang","family":"Zhuang","sequence":"additional","affiliation":[{"name":"Binzhou Development Zone No.1 Middle School","place":["Binzhou, Shandong, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Fengfeng","family":"Teng","sequence":"additional","affiliation":[{"name":"Changle Hetou Primary School","place":["Weifang, Shandong, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mengying","family":"Wang","sequence":"additional","affiliation":[{"name":"Tak Yun School","place":["Weifang, Shandong, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jinping","family":"Xu","sequence":"additional","affiliation":[{"name":"Kuiwen Shenglidong Primary School","place":["Weifang, Shandong, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xinping","family":"Chen","sequence":"additional","affiliation":[{"name":"Weifang China-Singapore Bilingual School","place":["Weifang, Shandong, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,12]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"3","DOI":"10.1080\/00071005.2019.1589417","article-title":"What motivates people to teach, and why do they leave? 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