Mental load in University Teachers: Case study

Abstract

Mental load among university teachers has gained importance in recent decades due to its impact on workers' health and well-being. This study focuses on the mental load of teachers from the Faculty of Engineering at the National University of Chimborazo, analyzing factors like the cognitive and emotional demands they face in their daily work. The aim is to determine mental load levels and their relationship with sociodemographic variables, identifying the need for preventive interventions. The Subjective Workload Assessment Technique (SWAT) was applied to a sample of 97 teachers who voluntarily completed the survey. Results showed that 80.4% of teachers exhibit medium mental load levels, while 18.6% report high levels. Significant correlations were identified between mental load and variables like age and gender. Stress and mental effort dimensions were particularly high, indicating a potential risk to teachers' health. It is concluded that implementing preventive measures and intervention programs is necessary to improve working conditions and teacher self-efficacy.