The largest part of teachers who teach mandatory teachings in Spain admit that they have lost the illusion of their work. mood … These professionals have suffered from a collapse in the last two decades, and experts do not see easy to correct the situation unless educational departments take very specific and draft measures to confront the factors that led to this crisis. This is the main conclusion of an ESADE study, which through a combination of special research distorting the development in the last 25 years of the Spanish teaching profession.
Three data gives an idea of frustration with many teachers and children’s professors, which are their work per day. If six out of ten out of ten indicates that despite many problems, they have struggled and managed to maintain illusion, and now those who managed to maintain some illusion to 24 %, less than three times. In the same fifteen years, I was indignant in the performance of his own trade. If in 2007 those who lived their profession with the distance and with some indifference were only 2 %, they are now twenty times, adding 38 %. The disappointment of hope in different degrees, those who are tired of many problems and indifferent to their mission, adding up to three in four teachers. It is not surprising that he admits a 60 %, between the convincing and convincing, that he will stop teaching if they offer another job that he filled, which was not two decades ago to do up to 25 %.
The result is an increase in fatigue, and a feeling of isolation and high discontent, which describes a serious problem of teaching in Spain, because experts and agencies agree that teachers are the factor specified for the quality of the educational system.
Solutions: a shock plan against school failure, stability of employment, Mir educational and continuous training with incentives
The analysis led by Lucas Gortazar refers to three blocs of interlocking factors that launched this crisis, as it exacerbated so far in the century, this crisis. The first is an increase in the complexity of students and their emotional problems, which leads to more students with learning difficulties and a more contradictory climate in the semester. This has contributed to increasing the poverty of children, or a third of foreign origin students (with more difficulties in Castilian understanding) or that the fifth teenagers announce anxiety problems.
The second negative element is the exacerbation of working conditions. Salaries are confused, but the elements that most teachers wear are the surplus in the weekly teaching hours, which prevent greater attention than students and families, and a better preparation for lessons and cooperation with classmates, and the high time rate, which reaches average in public schools and institutes by 28 %. This instability, which plays against the effectiveness and equality of teaching, occurs to a higher degree (34 %) as it harms more in centers with more students of poor and weak families.
The third element that undermines the mood of teachers is the lack of an attractive professional profession. The absence of policies aimed at raising their quality. Spain is the state, the Organization for Economic Cooperation and Development, where the teachings of secondary schools are less prepared to administration in the contexts of different levels of learning, the level of sporting efficiency and reader for children and basic teachers less than the secondary school and does not reach half of the teachers in the Organization for Economic Cooperation and Development who learn and improve with observation and cooperation with their academic characteristics.
ESADE specialists propose to educational authorities four concrete measures to provide Spanish teachers with the support and tools they need to get out of this crisis.
1.2 billion annual reinforcements
The first is a psychological support program -individual reinforcements and reading for students with greater educational difficulties, equipped with 1.2 billion annually, with educational programs in small groups, and help Psychopedagical and summer programs. The second is an ambitious temporary reduction plan, especially in the centers with students most at risk, and raising salaries in children and primary schools.
The third proposal seeks to improve the initial training of teachers. You should adapt to the provision of teaching places for the order, so that the note of the pieces and access requirements, and increase educational preparation in the high school master. But the key, adding, is the launch of “Mir Educational”, similar to the toilet, which will work for graduates for a year or two in the educational centers directed by the mentors, shipping the salary and preparing for real quality performance.
The fourth procedure will be to create an attractive and encouraging professional profession, through the possibility of voluntary progress in employment and salary to positions, ranges or groups based on the celestial foundations they prove and the results of the assessments that will be presented to them.
