Teachers who entered a classroom with enthusiasm and commitment to their vocation find themselves in low hours. As a group, they increasingly express emotional disengagement with their work due to the conditions in which they work, with haste and little training, due to the increase in diversity in the classroom, due to pressure from families, due to training that is inadequate to their needs and due to little importance given to collective reflection on problems. All of this distances them from the meaning of their profession.
And it is not money that they most demand or fewer hours of class but time to be able to prepare classes, to establish connections with their students and to be able to coordinate among them. Disappointment is greater among those who have been practicing for the longest time, which has made them put on a shield and distance themselves from a job in which they once felt true vocational interest (40%) and because they liked teaching and dealing with young people. (37%).
This is, more or less, the x-ray of the study that the SM Foundation has just published, Teachers in Spain 2023, through 600 interviews carried out last spring. A comparative analysis is included with teachers from Brazil, Chile and Mexico that does not differ excessively.
One of the most worrying responses about the change in the collective mood is related to the phrase: “Despite the problems, I make an effort and, sometimes, I am excited.” In 2007, 60% responded affirmatively. Today 24% do it.
“I live everything with distance and a certain indifference.” 15 years ago a residual percentage agreed (2%), today 38% agree. Only two out of ten feel excited in their daily lives (and, paradoxically, young people are less excited).
Enthusiasm for the profession is faltering. Before, 80% would not leave the classroom for anything. Now, 47% maintain a neutral position and 11% would leave if they found another job.
What is the emotional state? 33% feel apathy; 37%, physical or mental exhaustion and 39%, anxiety or depression, higher figures than in 2007.
The pandemic explains part of this situation, but not all, according to the study. Adaptation to classrooms with students with special needs, attention to mental health and the relationship with students (insults) and families (more intimidating and demanding) and loneliness to face it are identified as clear sources of stress for almost 30 %.
So is the lack of time to prepare classes or maintain discipline.
15 years ago the group demanded more recognition from society and the educational administration (80%) and 13% felt indifferent. Now, 60% don’t care if they receive social evaluation or not.
The impediments to their professional development are lack of time, an inadequate offer of training activities and the lack of incentives to participate in improvement activities. This last point is experienced this way by those who have been practicing for less than 10 years. Those who have work experience of between 11 and 20 years also consider that they lack support from management.
When asked what they consider most necessary to improve professionally, almost half of Spanish teachers respond that training and updating of knowledge, as well as resources to increase critical capacity. Only one in four estimates that more salary or better social consideration and 10% ask for fewer hours of class