Abstract
This document focuses on the analysis of the workload of teacher-researchers and the prevention of psychosocial risks within the framework of quality of life and working conditions.Key findings:Workload distribution: On average, teacher-researchers dedicate 59% of their time to teaching, 17% to research, and 24% to administrative and structural responsibilities.Perceived workload evolution: 77% of teacher-researchers report an increase in administrative and teaching responsibilities. Research is often deprioritized, with 93% of respondents conducting research mainly outside regular working hours.Mental workload (NASA-TLX): Mental activity (15.7/20) and time pressure (15.2/20) are the highest among the six dimensions evaluated.Recognition: Recognition from students (69%) is perceived as a positive resource. However, 66% of teacher-researchers feel underappreciated by the institution.Positive and negative factors:Protective resources: Autonomy, relationships with students, and the richness and variety of tasks.Constraints: Work overload, impact on personal life, and frustration due to insufficient time allocated to research.Main recommendations:Reduce mental workload and promote a better work-life balance.Acknowledge the evolution of the profession by adjusting resources and clarifying tasks.Strengthen social support and improve the prevention of psychosocial risks.This report highlights the tensions between the various missions of teacher-researchers and proposes improvements focused on recognition, workload adjustments, and institutional support.