The absence of primary and secondary education research on teachers' mental health and well-being in Latin America is noticeable. This presentation evaluates Colombian teachers' well-being, job satisfaction, and schoolwork conditions to determine risks and protective factors that impact their mental health. Data from an online survey applied to teachers (n=545) indicated that although they had a positive perspective of their school climate, they experienced stress that could be linked to a perceived lack of support from students' families and scarce strategies to address students' social and behavioral problems. Additionally, the study sheds light on potential stressors affecting Colombian teachers' mental health, such as limited human capital and technological resources to support their jobs, work overload pressures, and few opportunities for professional advancement, recognition, and limited economic benefits. Despite these challenges, teachers' strong sense of self-efficacy emerges as a protective factor, positively influencing their job satisfaction. The study points to the need for policy formulation to improve teachers' environmental conditions and design and implement preventive programs to enhance their mental health and well-being. It also calls for further research on the topic in the region.

Keywords: Teacher well-being, teacher self-efficacy, school climate.