Petrillo, Ema DiGonález Bernal, Jerónimo JavierVillanova, MatteoCaggiano, ValeriaGutiérrez Caballero, Juana MaríaBlázquez Gutiérrez, LunaBlázquez Manzano, AlbertoRodríguez Fernández, Paula2026-10-022026-10-022026Di Petrillo, E., Gonález-Bernal, J. J., Villanova, M., Caggiano, V., Gutiérrez-Caballero, J. M., Blázquez-Gutiérrez, L., Blázquez-Manzano, A., & Rodríguez-Fernández, P. (2026). Why do teachers procrastinate? The role of fear of negative evaluation and intolerance of uncertainty. Frontiers in Psychology, 17, 1881258. https://doi.org/10.3389/fpsyg.2026.18812581664-1078https://hdl.handle.net/11268/17452Academic procrastination has increasingly been recognized as a significant source of stress and professional dysfunction among teachers. However, the psychological mechanisms underlying this behavior are not yet fully understood. This study aimed to examine the associations among academic procrastination, intolerance of uncertainty, and fear of negative evaluation in a sample of secondary school teachers, with particular emphasis on the indirect role of fear of negative evaluation in the relationship between intolerance of uncertainty and academic procrastination. These findings support the relevance of fear of negative evaluation as a key mechanism associated with procrastination and highlight the importance of targeting these processes in interventions aimed at reducing avoidance-related behaviors and promoting teachers’ wellbeing.engAttribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/Ciencias Jurídicas, Educación y HumanidadesEstudios TransversalesAnsiedadjournal article10.3389/fpsyg.2026.1881258open accessCiencias socialesPsicologíaPsicología de la educaciónGoal 4: Quality educationGoal 3: Ensure healthy lives and promote well-being for all at all agesGoal 8: Promote inclusive and sustainable economic growth, employment and decent work for all