Salud mental del personal docente de Educación Media Superior ante los retos de las adecuaciones curriculares en la Nueva Escuela Mexicana

Abstract

The implementation of the curricular adjustments proposed by the Nueva Escuela Mexicana (NEM) has brought about profound transformations in the educational practices of upper secondary education (EMS) teachers. This article analyzes how these changes have impacted teachers' mental health, considering factors such as increased workload, professional uncertainty, and the constant need for updating. The results of a qualitative study with teachers from various EMS subsystems are presented, exploring their perceptions, emotions, and coping strategies. The study seeks to highlight the need for emotional support and institutional assistance during educational change processes.

The methodology followed a quantitative, descriptive approach. A structured survey was applied to upper secondary teachers from the DGETAYCM. The questionnaire included Likert-type scales to assess perceptions regarding emotional burden, institutional support, clarity in communication, and pedagogical adaptation. The data were analyzed statistically to identify trends, correlations, and areas for improvement. Informed consent, confidentiality, and instrument validity were ensured through a pilot test.

The study’s results revealed that the implementation of the Nueva Escuela Mexicana has generated a significant workload and emotional burden on upper secondary teachers. Although some institutional support is perceived, it is insufficient in meeting the real needs for accompaniment. Despite the professional commitment shown, feelings of exhaustion, uncertainty, and ambivalence toward the model persist. The study concludes that the success of the reform depends on a comprehensive strategy that prioritizes both pedagogical training and the emotional well-being of teachers, with structures that are sensitive to the school context.