The teaching sector, at the community and global level, has never seen, except for rare historical groups, a cohesive, concrete, real and organic political and social interest. The mountain of prejudices linked, for example, to the low number of weekly hours in class and the three summer months of vacation, without taking into account the preparation of classes, class advice, meetings, GLH and correction of written tests n ‘is a test. .specific: a teacher, especially in the beautiful country, old, stressed, poorly paid and with few contractual guarantees. For several years now, the EU has begun to draw up a useful Community report to understand, even for those who are not actively working in the education sector, the state of health of the sector and its employees. The results are appalling: there are few indefinite contracts, no continuing education guaranteed by rules such as Reforms i directions, Undeclared work effectively reduces the productivity and overall satisfaction of teachers, who operate in conditions of welfare to the limits of resistance, for an inadequate and up-to-date wage with a lower cost of living. Hiring, dissatisfaction, obsolete contracts and marginal wage increases, especially in the beautiful country, negatively affect the sector.
A snapshot of Europe: widespread stress for teachers, reduced mobility, obsolete contracts
Almost half of teachers in Europe say they have experienced a high level of stress due to their position. The main sources of stress identified by teachers appear to be the long and complex administrative tasks and bureaucracies, the changing demands of the authorities, and the responsibility for student performance. Higher levels of stress are related to the assessment of professional development, limited development and training margins, very long working hours and sometimes the difficulty of managing large classes, with a relatively high percentage of students with TSL. In 2018, a minority of teachers in the EU (40.9%) have been abroad at least once for professional reasons during their career, as a student or both. From 2013 to 2018, there has been an increase in the number of teachers involved in transnational mobility. Taking into account the European countries / regions for which data are available, teacher mobility increased by + 16%. In terms of conditions of service, the analysis reveals that, at European level, one in five teachers works on a temporary contract. This precarious working condition largely involves young teachers. At EU level, one in three teachers under the age of 35 works on a fixed-term contract, and in some countries more than two-thirds of young teachers have a short-term contract.
The case of the Belpaese: obsolete contracts, low salaries and long-term contracts
The slowdown in the process of hiring full-time teachers for permanent positions in Italy, also due to the limitations of public spending in recent years and the continuous cuts, have led to extreme levels of hiring short-term young teachers , effectively guaranteeing low wages. levels i welfare competitive, which affects the overall professional satisfaction of the teacher. Second, teachers’ satisfaction with their salaries could be affected by the impact of the recent and unfinished economic crisis of 2009 that led to the freezing or reduction of public spending in many countries. In France, Italy, Portugal and Slovenia, for example, teachers’ salaries have increased very little over the last 10 years. The basic salaries of new teachers in 2016/17 decreased compared to 2009/10 in Italy, Portugal and Slovenia, and increased by less than 3% in France (European Commission / EACEA / Eurydice, 2018). In these countries, since 2016, increases have been marginal if not non-existent.