**4. Results**

The global assessment of the psychosocial factors among the sample of all teachers of this study showed the presence of several risk factors, mainly related to the dimension work demands, but also present in the dimensions of interpersonal relations and work-individual interface. Also concerning are the results obtained through the health and well-being scales.

According to the respondents, the main risk factors, showed in red label in Figure 1 (from right to left), are those presenting the higher percentages of respondents, which were: 89.7% for cognitive demands; 80.6% for emotional demands; 76.5% for pace of work; 72.9% for quantitative demands; 70.6% for work/family conflicts; and 65% for labor conflicts. Among the health and well-being scales, exhaustion (or burnout), showed the higher percentage of unfavorable results (68.8%), which means a big risk.

**Figure 1.** Description of COPSOQ II scales by a traffic light graphic among all teachers.

There are issues that help to minimize the risk, of which we highlight: meaning of work, development possibilities, transparency of the role-played at work, and social community at work, among others.

As this study was carried out for Portuguese teachers and foreign teachers, we wanted to know if the health risks for Portuguese teachers were different from those of international teachers. Also, it is important to note that Portuguese schools (public or private) have a massive bureaucratic workload that puts more pressure on teachers' shoulders, and they believe that this factor makes their life difficult.

For this analysis, we used descriptive statistics and T-tests to check if they are the same or if the risks are different.

The horizontal axis of Figure 2 represents the means of all responses obtained for each case. An asterisk\* has been added to the most significant results. Thus, by analyzing Figure 2, it is possible to confirm that significant statistical differences exist between these groups on some study scales while others are not significant. Therefore, for these results and looking only to those that exist, on statistical difference, we can state that for teachers in Portugal, when we compare with teachers from other countries, the main risks are, among others, emotional demands, cognitive demands, work/family conflict, labor conflicts, and exhaustion, that is, burnout. In comparison, the risks that involve more teachers in the international system are, among others: development possibilities, meaning of work, pace of work, social community at work.

It is possible to confirm that work conditions are varied, which can create tensions and different perspectives for teachers.

As this study was carried out for public and private schools, we wanted to know if the risks of public education teachers are different from those private education teachers.

It is necessary to be aware that when we speak about public schools, these are schools that have public funding from the local authorities. It's called public because the taxpayer pays for it. When referencing private schools, which are paid for by the students' parents or careers, the school provides the British curriculum if it is called private international. The factors: pace of work, quantitative demands, labor conflicts, horizontal trust, work/labor conflicts and exhaustion (or burnout), are more prevalent for teachers in private schools. The horizontal axis of Figure 3 represents the means of all responses obtained for each case. An asterisk \* has been added to the most significant results. Thus, as it is shown in Figure 3, the differences observed are not statistically significant. In the sample, according to Figure 3, the factors cognitive demands, emotional demands, development possibilities, social community at work, quality of leadership, general health, sleeping problems, stress, and depressive symptoms are more prevalent for public school teachers.

**Figure 2.** Statistical differences between groups in different countries. \*:The ones with the \* sign are the statistically significant.

**Figure 3.** Statistical differences between public and private schools. \*: The ones with the \* sign are the statistically significant.

The factor labor insecurity is more prevalent for teachers in private education. The factor "meaning of work" does not differ between the two groups.

Not all the differences observed are statistically significant. The ones with the \* sign are the statistically significant. When we analyze the results given by Portuguese teachers, we can verify the risks do not differ much among all samples. When we analyze the differences between private and international public education, we find that from the statistical analysis, we can say that the proof value is less than 5% for Work/family conflict and Predictability.

From the obtained results, it is possible to verify that teachers are exposed to the same risks, but they can change in order. Still, they are the same, and the first seven are in decreasing order cognitive demands, emotional demands, pace at work, quantitative demands, work/family conflict, exhaustion (or burnout), and labor conflicts. However, countries have different bureaucracies and syllabuses in their education system, so the risks will be different.

When checking the risks regarding public or private management at school, it is possible to see that exhaustion (or burnout), and work/family conflict are present in all of them and are important factors. However, the Portuguese teachers have other associated risks, and they are different due to the organization and requirements of the school. Teachers that work with the British syllabus do not have statistically significant differences; only the general health and rewards level are very different.
