Stress: an element of teaching practice within the framework of the New Mexican School.

Abstract

The study aims to determine the percentage of stress reported by teachers. It addresses stress as a central component of the professional teacher profile in School Zone 125 of Delicias, Chihuahua, where teachers' roles are impacted by increasing institutional and social demands, under a post-positivist paradigm and a quantitative approach. The results show that more than 60% present high levels, an average of 22% report moderate stress, and a minimal percentage report mild stress. In conclusion, it is concluded that stress emerges as a transversal and priority dimension in current teaching. It affects health and performance and must be recognized and addressed within the national education system.