Mental Health Deterioration of Early Childhood Education Teachers:

Notes from Field Research

Abstract

The transformations in the world of work, whether structural or symbolic, as well as in educational policies, have been reflected in contemporary teaching practice, intensifying precarious working conditions and contributing to teachers’ illness.This qualitative study aimed to analyze the mental health decline of Early Childhood Education teachers, identifying the challenges experienced in their professional practice and the prospects for addressing the situation in a public municipal school in São Luís-MA. This qualitative research utilized semi-structured interviews and an online questionnaire as data generation sources. The results revealed that stress and anxiety are the main types of mental health issues. A lack of support, particularly from the Municipal Secretariat of Education (SEMED) and school administration, was identified as a significant challenge and a contributing factor to this health decline. Investment in mental health training and the inclusion of classroom aides were highlighted as necessary actions to improve working conditions.