DOUBLE EMOTIONAL BURDEN: THE TEACHER IN THE FACE OF CONFLICT AND WELL-BEING.

Abstract

This article focuses on the objective of reflecting on the implications of the double emotional burden of teachers in conflict mediation and emotional well-being. The research is based on the review and analysis of documents, scientific publications, the national legal framework related to emotional education and informal narratives of teachers of the District Secretariat of Education in Bogota. The results of the reflective
analysis show that the lack of training programs in emotional education generates a double emotional burden on teachers, negatively impacting their ability to manage conflicts in the classroom and create a positive learning environment. However, it is concluded that investing in teachers' emotional well-being is a long-term strategy that benefits both students and teachers. By promoting emotional education training programs and creating healthier work environments, teachers' ability to manage their own emotions and those of their students can be improved, thus fostering a more positive and collaborative school climate.