Introduction:

The teaching job has a recognized stressful character and a potential negative impact on the psychological health of those who perform it. Academic commitment is a construct that, taken from the work environment, expresses the student's relationship with his or her task. It can be a predictor of student performance, but essentially its presence is an indicator of the acquisition, during this stage of classroom practice, of personal resources to cope with the emotional demands of the task and to protect the well-being of the future teacher.

Objective:

To describe the levels of vigor, dedication, absorption and academic commitment in a pre-professional sample that simultaneously plays the role of student and classroom teacher.

Methods:

A descriptive study with a cross-sectional design was carried out in three groups of teachers of the 6th semester of the Bachelor's Degree in Education at the University of Guanajuato, Mexico. The sample consisted of 64 subjects from the three groups, group A: 19, group B: 16 and group C: 29. The abbreviated 9-item version of the Academic Engagement Scale (UWESS-9) was used.

Results:

High values of dedication, absorption, total engagement and average vigor predominated. There are significant differences between groups with group B having significantly the highest absorption and group A the lowest.

Conclusions:

The results point to a possible imbalance between demands and resources decreasing the energetic dimension but not the attitudinal one.

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