Abstract:

The mental health of teaching staff is a critical factor with direct implications for individual well-being, professional performance, and the emergence of conflicts within the work environment. The World Health Organization (WHO) has issued warnings regarding psychosocial risks in the working population, noting that unfavorable work environments—characterized by excessive workloads, discriminatory practices, inequality, and job insecurity—significantly contribute to the deterioration of mental health. Research indicates that this impact is primarily manifested through high levels of stress, with female faculty members being the most vulnerable group due to the dual role they assume in balancing academic responsibilities with personal obligations, which negatively affects their job performance. The objective of this study was to analyze the mental health conditions of female faculty members at the Academic Division of Engineering and Architecture (DAIA) of the Universidad Juárez Autónoma de Tabasco (UJAT), with the aim of developing and implementing effective institutional strategies to improve their well-being, their work performance, and the positive impact on student learning. A qualitative, descriptive, and interpretive methodological approach was employed. A sample of 20 female faculty members from DAIA was selected, and semi-structured interviews were conducted to assess stress levels and psychosocial risk factors affecting this group. The findings confirm trends reported in the international literature: the intersection of work demands and gender roles increases the mental workload of female faculty members. The presence of occupational stress not only compromises the teacher’s health but also poses a threat to the quality of education delivered. It is essential for UJAT to recognize psychosocial risks as a priority and to take proactive action, in alignment with WHO recommendations, to ensure a work environment that supports the health and optimal performance of its staff. The mental health of UJAT’s female faculty members is an urgent institutional concern. Implementing support strategies and improving working conditions is not only an ethical responsibility but also a strategic investment that will directly enhance job performance and, critically, lead to a significant improvement in the quality of the teaching-learning process for students.

Keywords:

Mental health, female faculty, psychosocial risks, job performance.