This study examines stress biomarkers over the process of teaching and their associations with demographics, emotions, and mental health of 56 English as Foreign Language teachers. Participating teachers were invited to complete a questionnaire packet and provide saliva samples over three-time points (i.e., before, during, and end of teaching). Afterward, the saliva samples were assayed for cortisol and α-amylase as stress biomarkers. The results showed a significant change in the concentrations of cortisol and α-amylase over the teaching process. In addition, being female, younger, more educated, and having more teaching experience were significantly associated with a higher level of α-amylase, particularly before and during class time, thereby reflecting a greater level of stress. However, emotions and general mental health were not significantly associated with cortisol and α-amylase over time. The findings highlighted the changes of biomarkers over the process of teaching and their relationships with other variables.

中文翻译：

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检查英语作为外语教师教学过程中压力的生物标志物

本研究调查了 56 名英语作为外语教师的教学过程中的压力生物标志物及其与人口统计、情绪和心理健康的关系。参与的教师被邀请填写一份调查问卷，并在三个时间点（即教学前、教学中和结束时）提供唾液样本。随后，对唾液样本进行了皮质醇和α-淀粉酶检测，作为应激生物标志物。结果显示，教学过程中皮质醇和α-淀粉酶的浓度发生了显着变化。此外，女性、年轻、受教育程度较高和拥有更多教学经验与较高水平的α-淀粉酶显着相关，特别是在上课前和上课期间，从而反映了更大的压力水平。然而，随着时间的推移，情绪和一般心理健康与皮质醇和 α-淀粉酶并没有显着相关。研究结果强调了教学过程中生物标志物的变化及其与其他变量的关系。