Teacher malaise in secondary education: A pedagogical reflection from teaching experience
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Abstract
Teacher malaise has become a relevant issue for understanding the contemporary conditions of educational work. This article presents a pedagogical reflection on teacher malaise in secondary education, with particular attention to the role of homeroom teachers in schools. The reflection draws on theoretical perspectives on teacher work intensification, teacher wellbeing, educational coexistence, and burnout, as well as on the findings of the author’s master’s tesis, conducted with secondary school teachers during the pandemic period. Based on these contributions, the paper discusses some of the tensions shaping the teaching profession, particularly those related to work overload, the blurring of boundaries between personal life and work, and the growing relational demands associated with supporting students and maintaining communication with families. It also considers several professional strategies developed by teachers to sustain their pedagogical work, including collaboration among colleagues, the learning of new pedagogical tools, and the gradual establishment of limits regarding constant availability. This reflection suggests that teacher malaise should not be understood solely as an individual experience, but rather as a phenomenon closely linked to the institutional and organizational conditions of school work. In this regard, the article highlights the importance of promoting educational environments that support teacher wellbeing, professional recognition, and collaborative school communities.
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