Significados del rol educativo en docentes del IMSS: identidad y sistema de carrera docente

This study examines the construction of professional teacher identity at the Mexican Social Security Institute (IMSS), exploring the challenges and perceptions of the Institutional Teacher Career System (CaDI). A qualitative phenomenological-hermeneutic approach was employed, collecting data through an open-ended questionnaire administered to 18 teachers selected by purposive sampling. An iterative analysis of the narratives enabled the identification of six key subcategories: personal transformation, institutional recognition and support, teaching challenges, responsibility and teaching ethics, perception of CaDI, and perception of equity. The results reveal tensions between caregiving and teaching roles, inequalities in educational opportunities by professional category, and limitations in the implementation of CaDI. The findings underscore the importance of strengthening pedagogical training and developing equitable policies that foster teacher participation. Although CaDI holds transformative potential for teaching, it faces structural barriers that hinder its implementation. Promoting equal access to employment opportunities and valuing the educational role are key strategies to consolidate and strengthen teaching within the institution.