Teachers’ Perception of Academic Activities During Teacher’s Day Celebrations at a Health Institution in Mexico

Abstract

Objective: To analyze teachers’ perceptions of the educational activities conducted during the academic sessions commemorating the institution’s Teachers’ Day. Methods: An observational, analytical, cross-sectional study was conducted. A post-event perception survey was administered to teachers who attended the commemorative activities at the Siglo XXI Center for Educational Research and Teacher Training. The questionnaire consisted of 18 questions: six regarding sociodemographic, employment, and participation characteristics, and 12 perception items grouped into five dimensions. The instrument was reviewed by three faculty members with expertise in health education to assess the clarity, relevance, and coherence of the items. Results: The analyzed sample consisted of 470 teacher questionnaires. Regarding sample characteristics, the gender distribution showed a predominance of females, at 69.4%. Regarding work shifts, the majority worked the morning shift, followed by the afternoon shift and the accumulated shift schedule. Concerning employment status, 56.7% (n=267) held a permanent position, 42.3% (n=199) had a trust-based contract, and only 1.1% (n=5) were employed on a temporary basis. Finally, regarding the mode of attendance, in-person participation was the most common, with 282 participants (59.9%), while the virtual mode accounted for 40.1% (n=189). Conclusions: The educational strategy was well-received, fostered motivation and teacher recognition, and proved more satisfactory in the in-person format. Furthermore, the designed instrument shows potential as an institutional tool for monitoring motivation, satisfaction, recognition, and teacher identity, provided that formal processes for content validation, reliability, and internal structure assessment are carried out in future studies.