The new Mexican school system and teacher stress in secondary schools.

Abstract

This study analyzes teacher stress levels in secondary schools in the central-southern region of Chihuahua, Mexico, following the implementation of the New Mexican School (NEM) curriculum. Its objective was to identify the dimensions of teacher stress and determine any gender differences. Using a quantitative approach, a questionnaire was administered to 240 teachers from six school districts, measuring aspects such as demotivation, burnout, and perceived performance. The results show that the main dimensions of stress were mental exhaustion and perceived performance problems, reported by 37.5% of the participants. No significant differences were found between male and female teachers, indicating that contextual and institutional factors have a greater influence on teacher stress than gender, which is also reflected in overall low levels of motivation.