MENTAL HEALTH, TEACHER EDUCATION, AND TEACHING WORK IN CONTEMPORARY SOCIETY: PSYCHOSOCIAL CHALLENGES, PROFESSIONAL IDENTITIES, INCLUSION, TECHNOLOGIES, EDUCATIONAL POLICIES, AND PERSPECTIVES ON THE CARE AND APPRECIATION OF EDUCATORS

Resumen

Mental health, teacher education, and teaching work in contemporary society are fundamental issues in light of the social, educational, and technological changes that have been reshaping the conditions under which teaching is performed. This qualitative literature review aims to analyze the main psychosocial challenges faced by teachers, considering working conditions, the construction of professional identity, the demands of inclusive education, the incorporation of digital technologies, and policies concerning teacher education and professional appreciation. The methodology was based on an analysis of scholarly publications concerning mental health, teacher education, and teaching work in the contemporary educational context. The results indicate that work overload, work intensification, institutional demands, the need for continuous professional development, and difficulties related to inclusion and the use of new technologies may contribute to stress, emotional strain, and occupational burnout. Conversely, continuing education, institutional support, professional recognition, collaborative relationships, and adequate working conditions emerge as important protective factors. It is concluded that promoting teachers’ mental health requires coordinated measures involving care, education, and professional appreciation, together with educational policies capable of ensuring more humane, inclusive, and sustainable working conditions.