Agentes de apoyo vinculados a la regulación emocional de docentes de educación en secundaria en la Ciudad de México

The current state of secondary education in Mexico City is characterized by critical incidents, various forms of school violence, increased administrative burdens, and teachers' exposure to complaints, reports, and lawsuits related to their professional practice. These situations contribute to psychological and emotional burnout, affecting teacher well-being and impacting their professional practice. Given this scenario, emotional regulation presents a complex challenge that cannot be understood solely from an individual perspective, but rather as a relational and systemic process involving multiple actors and contexts. The objective of this research was to identify and understand the support mechanisms linked to the emotional regulation of secondary school teachers. To this end, a qualitative study was conducted using the biographical method, through in-depth interviews and narratives constructed from the experiences of ten teachers representing ten schools located in nine boroughs of Mexico City. Data analysis was performed using MAXQDA 24 software. The findings allowed for the construction of a representation called the teachers' self-eco-systemic-emotional model, which demonstrates that emotional regulation is shaped by the interaction between different agents: family, therapeutic processes, religious institutions, networks of colleagues, and educational authorities when they exercise transformational leadership focused on support, reflection, and situated professional development. It is concluded that teachers' emotional regulation is a collective and dynamic process that requires the strengthening of support networks both inside and outside the school.