Trayectorias de bienestar docente en pandemia y postpandemia: un convivir resiliente

The objective is to analyze the well-being dynamics across teachers’ professional path stages (N = 111) at the Faculty of Educational Sciences at the Autonomous University of Tlaxcala. This is a quantitative, longitudinal, comparative study; a questionnaire derived from the ACERCA Model was used. The main results show that the dynamics of positive emotionality followed a concave pattern across path stages, both during the pandemic and the post-pandemic. Negative emotionality marked a sinusoidal pattern during the pandemic and a descending pattern during the post-pandemic. Intrapersonal emotionality was more present in the post-pandemic stage, contrary to what might be expected. It is concluded that the health emergency context favored other-orientation and homogenized negative affect across teaching stages, without affecting the interest and determination of the participants, these being central characteristics of the sample of education teachers in both circumstances. Although these findings cannot be generalized to other settings, they provide some insights for reflection on the learning to live together in the teaching profession, here understood as an intrinsic orientation toward others that was but strengthened in the face of pandemic adversities.