*3.3. Participants*

The sample encompassed 340 teachers from public (N = 170) and private schools (N = 170), following the Portuguese (N = 170) and British (N = 170) curriculum (Table 1). These teachers belong to European schools located in different countries: six Portuguese schools following the Portuguese curriculum, three of them private and the remaining three public; three British public schools located in London, following the British curriculum; and three international private schools following the British curriculum, and located in Switzerland, Spain, and Portugal.

**Table 1.** Sample characterization.


We also collected the data about the age group of each teach for each specific school (Table 2). The schools chosen for the project were chosen because the students had similar backgrounds, high expectations, and engagement to work at school. So, if students do not differ so much, the teachers will face similar pressures that will introduce the same psychosocial risks. Also, regarding the differences between British and Portuguese curricula, the international schools deliver both syllabi (British and the local curriculum), and the differences between the syllabus created some problems between colleagues (teachers) arguing about who works more or has the most demanding syllabus. It was this behavior between peers (that could lead to psychosocial risks) that led to the present study.


**Table 2.** Sample characterization in terms of age.
