Academic stress was a significant concern for Social Studies Teachers. This study explored the relationship between social relationships, psychological capital, and academic stress through the lens of Job Demands-Resources (JD-R) Theory. Data acquired from 100 Social Studies teachers in public schools were analyzed using a descriptive-correlational design, specifically linear regression. The findings showed that social relationships and psychological capital had a positive and significant correlation with academic stress, partially supporting the Job Demand–Resource Theory. Notably, 62% of the variance in academic stress was attributed to other factors not examined in this study. Future research may explore the complex relationship between job demands, job resources, and academic stress, focusing on social relationships and psychological capital. Addressing institutional factors, fostering mental well-being, and integrating stress-reduction measures into education may enhance learning experiences and contribute to the fulfilment of quality education as defined in the Sustainable Development Goals.

Stress

Performance

Teachers.