54 International Journal of Engineering Pedagogy (iJEP) iJEP | Vol. 13 No. 3 (2023) JEP International Journal of Engineering Pedagogy iJEP | eISSN: 2192-4880 | Vol. 13 No. 3 (2023) | Douelfqar, I., El Madhi, Y., Soulaymani, A., El Wahbi, B., El Faylali, H. (2023). Evaluation of Psychosocial Risks Among High School Teachers in Morocco. International Journal of Engineering Pedagogy (iJEP), 13(3), pp. 54–67. https://doi.org/10.3991/ijep.v13i3.36521 Article submitted 2022-10-31. Resubmitted 2023-01-30. Final acceptance 2023-02-03. Final version published as submitted by the authors. © 2023 by the authors of this article. Published under CC-BY. Online-Journals.org PAPER Evaluation of Psychosocial Risks Among High School Teachers in Morocco ABSTRACT Professional hazards, particularly psychosocial risks that are likely to afect teachers’ physical and mental health, are a particular concern in the education sector. It is in this context that this research work evaluates the psychosocial risks encountered by secondary school mathematics teachers in Saf city (Morocco). Indeed, it is a cross-sectional descriptive study based on a ques- tionnaire that compiled socio-demographic and professional data as well as the psychometric variables of the French version of the Karasek questionnaire. The latter has three components, namely psychological demand (PD), decision latitude (DL), and social support (SS). The sample consisted of 218 teachers, ranging from 22 to 61 years old, and the participation rate was 72.66%. The sex ratio was 1.5: 61% men and 39% women. The prevalence of stress risk variables was 98%, 79%, and 4% for high PD, low DL, and low SS, respectively. While Isostrain prevalence was detected in only 2% of instances, job strain was present in 77% of them. Men are more exposed to psychosocial risks due to the lack of social support, “job-strain,” and isostrain than women. Indeed, they experience stress at work, thus demonstrating that psychosocial risks are a signif- cant occupational exposure for teachers. These results promote the development of preventive means to improve working conditions and protect these teachers’ well-being. KEYWORDS psychosocial risks, secondary school teachers, Morocco 1 INTRODUCTION Psychosocial risks, which emanate from inadequate job design, work organi- zation, or management, and unfavorable socio-professional environment [1], are currently one of the biggest challenges to be overcome in the sector of health and safety in the workplace. They can have negative psychological, physical, and social consequences, such as work stress, overworking, or depression [2]. Teachers, who consider themselves among the employees most afected by these dangers due to the demands of their profession, acknowledge that these stresses have a substantial infuence on their own health. Examples include feeling pressured or Ikram Douelfqar 1 (*), Youssef El Madhi 2,3 , Abdelmajid Soulaymani 3 , Bouazza El Wahbi 4 , Hanan El Faylali 1 1 Research Laboratory of Informatics Systems and Optimization, Faculty of Science, Ibn Tofail University, Kénitra, Morocco 2 Research Laboratory: Education, Environment & Health (EES) at CRMEF Rabat/ Salé/Kénitra, Morocco 3 Laboratory of Genetics and Biometrics, Faculty of Science, Ibn Tofail University, Kénitra, Morocco 4 Laboratory of Analysis, Geometry and Applications, Faculty of Science, Ibn Tofail University, Kénitra, Morocco ikram.douelfqar@uit.ac.ma https://doi.org/10.3991/ijep.v13i3.36521