The challenge of being a teacher in Uruguay: A mixed‐method study of working conditions, multiple job holding and teacher well‐being

Abstract Teacher well‐being is essential for educational quality and student outcomes. It is strongly conditioned by the organizational and social aspects of the teaching job. Uruguay presents an interesting case for studying these variables, as most teachers simultaneously hold jobs in multiple schools. This study uses a sequential mixed‐method design to describe perceived working conditions and their associations with teacher well‐being in this context. Four hundred forty‐three teachers nationwide (78.3% secondary; 21.7% primary school level) participated in an online survey evaluating perceived working conditions (workload, organizational support, relationships with students and families, school connectedness), multiple job holding, and teaching level. Analysis of covariance explored these variables' associations with job satisfaction, yielding significant main effects of workload, organizational support and school connectedness, complemented with an interaction effect between multiple job holding and workload. Thirty‐four primary and secondary school teachers later participated in focus groups on the challenges and resources for teacher well‐being. Data were analysed using a thematic framework approach. Emerging themes were identified and then coded by two independent researchers using Atlas.ti. High workload is central to teachers' narratives regarding well‐being, attributed to social tasks, bureaucracy, a lack of support staff and time scarcity. Supportive social relationships and teacher collaboration are identified as valuable resources. Multiple job holding is highly naturalized and negatively impacts workload, stress and work–life balance. Policy interventions must address the structural causes of high workload and time poverty to foster sustainable working conditions and promote teacher well‐being while simultaneously enabling opportunities for social connectedness.