Teacher Stress

Abstract

Abstract

The COVID-19 pandemic exposed and amplified pre-existing tensions in education, with teacher stress being one of the most evident issues. Rapid digitization, coupled with a significant increase in the bureaucratic burden, placed teachers under high pressure, especially in vulnerable contexts such as compensatory schools. This study aims to explore how factors triggered by the pandemic, such as the hasty integration of digital technologies, increased bureaucracy, and the emotional challenges arising from the impact on students, contributed to teacher stress, and how this affects their performance and well-being. A qualitative methodology with an interpretative approach was employed, using narrative interviews and field notes to analyze the experiences of teachers in a compensatory school. Hermeneutic analysis, supported by ATLAS.ti, allowed us to identify and contextualize emerging categories. Digitalization, although essential for educational continuity, showed shortcomings in infrastructure and training, generating frustration and rejection among some teachers. Bureaucratic overload, associated with the use of digital platforms and regulations disconnected from school reality, significantly increased work stress, reducing the time dedicated to direct teaching. In addition, teachers faced a double emotional challenge: managing their own frustration and exhaustion while dealing with socialization problems, demotivation, and emotional vulnerability in students. Teacher stress, intensified by forced digitization and bureaucratic demands, highlights the need for pedagogical approaches that prioritize the well-being of educators and learners. Reducing administrative demands, balancing the use of technology, and strengthening institutional support are essential measures to mitigate teacher stress and ensure a resilient education system in the face of future crises.