**6. Limitations and Future Research**

As limitations of this work, we can consider the low number of schools and countries involved. As future research, we propose expanding the number of schools and countries, because as we see in this work, the psychosocial risks of teachers is a common problem in many countries.

### **7. Conclusions**

It is possible to conclude that the risks teachers face are the same in any education system. Furthermore, those risks are cognitive demands, emotional demands, the pace of work, quantitative demands, work/family conflicts, exhaustion (or burnout), and labor conflicts. However, regarding countries/syllabus, those risks are for certain, different. Thus, we can conclude that the working conditions that cause these feelings of discontent or tension are different in different countries. Therefore, in Portugal, differences between the public and private system of education are statistically different, impacting teachers' lives.

There are, however, some limitations to this study; several teachers from the private schools were not comfortable answering this questionnaire. Another aspect that influenced the results is the massive difference in how the teachers in Portugal get their jobs because they might have to distance themselves from relatives when moving country, increasing the risk of psychosocial risks. It was also necessary to complement this study with other analysis, like TISES (*Teacher Interpersonal Self-efficacy Scale*) and MBI-ES (*Maslach Burnout Inventory*™), to show more critical factors and their real impact.

It is necessary to help teachers to resolve problems like burnout and work/family conflict; with these problems dealt with, they will be able to develop a better life, which will lead to fewer emotional, psychological, and physical issues. Measures need to be taken to improve the life of these professionals. In conclusion, Society 5.0, with the help of robotics, Big Data, and artificial intelligence can be the chance to help teachers recover their mental wellness. However, it is imperative to start to think of them as vital to reduce the psychosocial risks to improve the quality of life for teachers.

**Author Contributions:** Conceptualization, A.P.; methodology, D.R. and M.D.; validation, D.R. and M.A.R.; formal analysis, A.P.; investigation, D.R. and G.S.; data curation, A.P.; writing—original draft preparation, A.P.; writing—review and editing, A.P., D.R., G.S., M.A.R. and M.D.; visualization, M.D.; supervision, D.R. and G.S.; All authors have read and agreed to the published version of the manuscript.

**Funding:** This research received no external funding.

**Institutional Review Board Statement:** According to the Portuguese legislation, this study carried out in the field of Occupational Health and Safety does not require a pre-approval of an Ethical Committee.

**Informed Consent Statement:** Informed consent was obtained from all subjects involved in the study.

**Acknowledgments:** The authors wish to acknowledge the support of the IJERPH staff and the work of the anonymous reviewers. All author shave consented to the acknowledgement.

**Conflicts of Interest:** All authors declare no conflict of interest.

#### **References**


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