THE TEACHING PROFESSION IN EUROPE : PROFILE, TRENDS AND CONCERNS La profession enseignante en Europe

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THE TEACHING PROFESSION IN EUROPE PROFILE,
TRENDS AND CONCERNS La profession enseignante
en Europe Profil, métier et enjeuxDer
Lehrerberuf in Europa Profil, Tendenzen und
Anliegen

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• REPORT IV JUNE 2004
• Keeping teaching attractive
• for the 21st century
• Rapport IV Lattractivité de la profession
  enseignante en Europe au XXIe siècle
• Bericht IV Die Attraktivität des Lehrerberufs im
  21. Jahrhundert

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• HOW CAN A SUFFICIENT NUMBER OF COMPETENT TEACHERS
  BE TRAINED AND STAY MOTIVATED THROUGHOUT THEIR
  CAREERS?

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FIVE KEY ISSUES
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Diversifying intake to initial training and
safeguarding the quality of competences
Improving the coherence between different stages
of teacher education
Salary policies between egalitarism and
differenciation
Encouraging mobility for a balanced supply of
posts in all regions
Keeping teachers motivated until their retirement
Keeping teachers motivated until their retirement
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A preliminary investigation the point of view
of teachers on the attractiveness of the
profession. What do we know?
LOW MORALE AMONG TEACHERS DOES THE CLICHE HOLD
TRUE?
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A malaise amongst teachers?National survey
findingsData available for 17 countries

• Satisfaction

• Recognition from the society

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Are teachers satisfied or not?

• Positive aspects
• Motivation to work with young people
• Pleasure to teach
• Professional benefits
• Freedom and autonomy
• Interpersonal relations

• Negative aspects
• Lack of practical training
• Complexity and extension of tasks
• Increased workload

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Do teachers think that society appreciates their
work?
National results

• Teachers are often more appreciated by society
  than they themselves believe
• Teachers seem unaware of the positive regard that
  people have for them

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National examples

• Netherlands 88 of Dutch people have a high
  opinion of teacher work 18 of teachers think
  it is the case
• Austria 66 of teachers think they are not
  recognised the majority of the public has a
  higher opinion.

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Criteria of esteem and appreciation

• Largely subjective
• Nevertheless, surveys show that teachers say they
  suffer from a lack of social recognision
• This perception (even if wrong) should be
  corrected to keep teachers motivated until the
  end of their career

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KEEPING EXPERIENCED TEACHERS MOTIVATED UNTIL
THEIR RETIREMENT
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figure 1.1 report II
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Policy makers concerns
Many teachers leave as soon as they have the
opportunity to do so.
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Policy makers concerns
Many teachers leave as soon as they have the
opportunity to do so.
How to reduce early retirement?
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What are the possible benefits of the different
ways in which teachers move up on the salary
scale?
What are the positive impacts of offering
teaching time reduction at the end of the career?
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Frequency of salary increases related to length
of service in the teaching profession in general
lower secondary education (ISCED 2A), 2000/01
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Slow move up the salary scale
Quick attainment of the maximum salary
Advantage
Regular increase for many years
Maximum basic salary at a younger age
Disadvantage

• Having to wait for many years

• Flat career if no other incentives

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Waiting for many years before getting maximum
basic salary
High level of basic salary High ratio between
max/min
Low level of basic salary Low ratio between
max/min
Portugal
Norway
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Quick attainment of maximum basic salary
Low level of basic salary and low ratio between
max/min
High level of basic salary and high ratio between
max/min
Denmark Estonia
No country
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Ajustments and other incentives should be
addedto give a complete picture
Variability of situationNo amounts available
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Offering teaching time reduction at the end of
the career whithout a salary decrease
AIMS Lighten the working load of senior
teachers Ease the transition to
retirement Recognition of their expertise for
other tasks
Not widespread practice 11 countries
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Figure 2.8 statutory variations in the number of
teaching hours in accordance with age/length of
service. Teachers in general lower secondary
education (ISCED 2A), 2000/01
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Relationship between the statutory definition of
working time and the reduction in the number of
teaching hours
In the 11 countries teaching hours are fixed.
Reduction in teaching hours leads to reduction in
time devoted to preparation of lessons and marking
Working time defined only in terms of teaching
Broader definition of working time
Reduction of total workload
What do teachers have to do instead of teaching ?
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Diversifying their activities and making the most
of their experience
For instance Tutor for new entrants (Greece,
Iceland, Liechtenstein) Assist the implementation
of curriculum (Malta) Need for flexible
arrangements
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