WORK STRESS AMONG PRIMARY SCHOOL TEACHERS AND ITS IMPACT ON THE DEVELOPMENT OF TEACHING PRACTICES.

Abstract

Work-related stress among primary school teachers manifests as a set of demands that exceed the resources available to them in their daily school life. The burdens of planning, assessment, classroom management, and addressing diversity generate sustained tension that can affect the clarity of pedagogical interventions. Therefore, the general objective of this study is to analyze the implications of work-related stress on the development of pedagogical practices in primary education. To achieve this, a qualitative methodology will be used, presented as an essay. Within this framework, pedagogical decisions can become more conservative or inconsistent under pressure. The intensity of these experiences varies according to contexts, resources, and institutional support, but their presence is common in different educational systems. Understanding these dynamics is key to designing effective responses. The impact of stress on pedagogical practices is expressed in time management, curricular coherence, and the implementation of teaching strategies. When demands increase, teachers tend to simplify activities or reduce critical pedagogical reflection. This can limit innovation and the inclusion of active methodologies that enrich student learning.