Job Satisfaction and Mental Health among Physical Education Teachers: A Qualitative Study in Rural Public Schools of the Alausí-Chunchi District, Ecuador

Introduction: Teacher job satisfaction is a critical determinant of professional performance, mental health, and educational quality. Physical Education (PE) teachers in rural areas face unique challenges, including limited resources, misalignment between training and rural teaching contexts, and weak policy implementation. Research on their satisfaction and psychological well-being is scarce, particularly in Ecuador. Objective: This study explored the factors influencing job satisfaction and mental health among PE teachers in rural schools of the Alausí-Chunchi district (Ecuador), focusing on educational policies, professional training, resources, curricular content, and mental health. Method: A qualitative case study design was employed. Ten PE teachers from rural schools were purposefully selected and interviewed using semi-structured questionnaires. Data were thematically analyzed, with illustrative participant quotes providing authenticity and evidence for the identified themes. Results: Limited awareness of educational policies generated stress and feelings of undervaluation, negatively affecting mental health. Initial professional training promoted satisfaction and confidence, but gaps in preparation for rural contexts caused frustration. Continuing and autonomous professional development were constrained by cost, distance, and lack of institutional support, exacerbating stress. Resource scarcity—including material, technological, and infrastructural limitations—created additional challenges for teaching and well-being. While curricular flexibility was valued, adapting content to rural realities imposed cognitive and emotional strain. Positive experiences, such as student engagement and peer collaboration, enhanced resilience and professional pride. Conclusions: Job satisfaction among rural PE teachers is multidimensional and closely linked to mental health. Interventions improving policy communication, context-specific professional training, resource provision, and adaptive curriculum support are essential to reduce stress, enhance well-being, and improve teaching quality. The study underscores the need to integrate mental health considerations into teacher satisfaction research, policy, and practice in rural educational settings.