Teacher malaise: exploring contemporary factors that affect teachers’ quality of life and health

Abstract

This study aims to understand the concept of teacher malaise and to identify, in the literature, the factors that contribute to the development of malaise and illness among teachers in contemporary times. It is based on a qualitative approach, employing a bibliographic review of the scientific literature on teacher malaise. Specifically, it is an integrative literature review. The search was conducted in the Scielo and CAPES Journal Portal databases, covering the period 2015–2025, and included studies published in Portuguese, English, or Spanish, using the term “teacher malaise”. Peer-reviewed articles focusing on basic education were included. The selection process followed the steps of identification, screening by titles/abstracts, and eligibility through full-text reading, with duplicate removal; in the end, 24 studies were included (6 from Scielo and 18 from CAPES). The study seeks to understand the perspectives and conclusions already established in the academic field, identifying the factors that contribute to the development of malaise among teachers. The results indicate that living and working conditions have generated numerous stressful situations, due to uncertainties and the intense demands imposed on professionals. Education, in fact, has proven to be one of the professions with the highest incidence of illness, with many professionals developing burnout syndrome or even depression. The findings further suggest that this phenomenon compromises not only teachers’ health and well-being but also the quality of education, reinforcing the need for effective public policies and institutional strategies to promote teacher health. It is concluded that addressing teacher malaise requires an integrated approach that articulates both objective and subjective dimensions, aimed at valuing and ensuring the comprehensive care of educators.