PSYCHOSOCIAL FACTORS AFFECTING THE MENTAL HEALTH OF MEXICAN TEACHERS

Introduction. Very often the role of the teacher is not rewarded either by the students or by educational institutions, this causes emotional exhaustion, to the point of feeling totally unmotivated, since the teacher does not receive any specific training or psychological preparation to face the problem Which presents the students and the lack of resources to solve daily conflicts are psychological problems and work strain. Objective To identify the psychosocial factors that affect the mental health of Mexican teachers Materials and methods. Observational, transversal, descriptive and analytical research. 266 teachers participated. Applying a sociodemographic data questionnaire, the Maslach Burnout Inventory MBI, an instrument focused on rescuing indicators of Burnout Syndrome and the Scale of Psychosocial factors by Silva Noemi. Results 56% of women, 44% of men. 22% with studies of Basic Normal, 65% of Degree in Normal Education, 13% with Postgraduate studies. 25% singles, 71% couples and 4% widowers. The ages ranged from 23 to 63 years of age with an average of 40.4 years ± 9.2 Teachers reported seniority from 1 to 47 years with an average of 17.96 ± 10.15, the average seniority in the position is 14.90 ± 10.25 46% of the teachers work in the morning shift, 9%, evening, 2% night and 43% work double shift. The prevalence of burnout was 52.6%, 36.1% of teachers had emotional exhaustion, 13.2% had positive levels of depersonalization and 21.5% reported low personal performance. Regarding Psychosocial Factors according to Silva N., the scores corresponding to high and medium levels are considered indicators of the presence of negative psychosocial factors, finding high levels in: "Workload" 91%, "Content and characteristics of the Homework "73.3% in" Academic role and career development "84.5%," Performance Compensation "90%," Workplace conditions "56.8%," Labor Requirements "86.9% of teachers exposed to this type of factors And 45% of teachers appear with negative factors in "Social Interaction and Organizational Aspects". The most significant relationship of negative psychosocial factors and Mental Health was found between Emotional Exhaustion and Performance Compensation; Again the Remuneration appears in the dimension of Depersonalization, in addition to the Conditions of the place of work; For the Dimension of Lack of personal fulfillment appears Work Load and Conditions of the place of work. The salary was one of the factors that appears in several dimensions, a situation that is considered as one of the reasons why teachers work double days. Conclusions Gil-Monte (2012) argues that lack of professional goals, lack of clarity in the role, lack or scarcity of resources, work overload and interpersonal conflicts of the teacher make it difficult to achieve objectives and reduce feelings of self-efficacy over time. Therefore, under conditions known and accepted in advance, teachers would be protected from ravaging their Mental Health. Never before has the teaching profession been so violated. The responsibility and the commitment that the teacher has with the students is a determining agent for the progress of the students. It is therefore very important that teachers enjoy good physical and mental health.