Anxiety and teacher work overload: impact on their classroom performance

Abstract

The objective of this study was to detect the presence of anxiety in faculty members of the Facultad de Ciencias de la Educación y Humanidades at the Universidad Autónoma de Tamaulipas and to analyze how work overload affects their performance. A mixed-methods study with a sequential design and exploratory scope was conducted. The results confirmed that all participants presented mild anxiety with both somatic and affective manifestations: insomnia, physical pain, fear, anguish, and negative thoughts. These manifestations were also related to Lang's theory, according to which anxiety arises from the processing of emotional stimuli, where the work environment is perceived as threatening, activating physical and cognitive responses. This was reflected in the faculty members, who identified institutional pressure, administrative burden, and fear of making mistakes as triggers. Tous's theory explains anxiety as an adaptive process based on the evaluation of stressful situations and the personal resources available to cope with them. The faculty members acknowledged that, while they experience anxiety, they attempt to manage it through time management, task prioritization, and collaborative work. Finally, the relationship between job demands and emotional symptoms is explained through Karasek's model, which indicates that a demanding and poorly controlled environment generates higher levels of stress and anxiety. Although teachers have developed coping strategies, such as time management and peer support, the symptoms persist. It is concluded that it is essential to rethink institutional policies to prioritize teachers' mental health and work-life balance.