Teachers-Mothers: Experiences and Challenges in the Classroom and at Home

Abstract

Objective: Motherhood is an event that profoundly impacts lives of working women, introducing significant changes in the way they relate to their work role, as well as the priorities and demands of their personal spaces. From this context, this study explores the construction of work identity among Chilean school teachers who have become mothers after starting their careers. Methods: Fifteen semi-structured interviews were conducted with teachers working in different types of schools located in cities of central Chile. Findings: The research reveals that motherhood introduces tensions in the work lives of teachers, who must balance the demands of their children with the demands of their role in classroom. This process generates a redefinition of her work identity. At the same time, teaching has an impact on her experience of motherhood. Conclusion: It is highlighted that, although some teachers receive institutional support to balance their responsibilities, others face difficulties in their workplaces, affecting their professional development and emotional well-being. Support networks, such as family and colleagues, also play a critical role in managing these demands. It is suggested to delve into policies that favor the conciliation between work and family life.