# Nocturnal salivary cortisol and perceived stress in schoolteachers: a pilot study

## TL;DR

This study explores the link between stress and cortisol levels in teachers, finding a connection between perceived stress and nighttime cortisol.

## Contribution

The study introduces PM salivary cortisol as a potential objective biomarker for perceived stress in teachers.

## Key findings

- 40.7% of teachers showed symptoms of stress, with a significant positive correlation between PM cortisol and perceived stress.
- No significant correlations were found between cortisol and depression or anxiety dimensions.
- The study supports integrating psychological and physiological measures for teacher stress monitoring.

## Abstract

Teaching is characterized by high exposure to occupational stressors that negatively impact the mental health of education professionals. In this context, the present cross-sectional study aimed to analyze the relationship between salivary cortisol levels and perceived stress in a sample of teachers. Subjective stress perception was assessed using the DASS-21 questionnaire, while salivary cortisol samples were collected by the participants themselves before bedtime (PM cortisol). To examine the relationship between cortisol concentrations and the DASS-21 dimensions (depression, anxiety, and stress), non-parametric correlation analyses were applied. Results showed that 18.5% of teachers exhibited symptoms of depression, 59.3% anxiety, and 40.7% stress. Moreover, a significant positive correlation was observed between PM salivary cortisol levels and the perceived stress dimension (Rho = 0.45, p < 0.05). No significant correlations were found between cortisol and the depression or anxiety dimensions. In conclusion, the findings provide evidence of a significant association between perceived stress and the physiological response measured through PM salivary cortisol, supporting the use of this biomarker as an objective indicator of stress in educational settings. These results highlight the need to implement prevention, monitoring, and intervention strategies that integrate both psychological and physiological aspects of teacher stress.