Almost 90% of OECD teachers are satisfied with their jobs, as revealed by the TALIS 2024 – Teaching and Learning International Survey, the largest international survey on teachers, which included over 280,000 educators across 55 educational systems.
Portuguese teachers rank among the happiest, with 94% expressing satisfaction with their work. The survey collected insights on their classroom experiences, relationships with colleagues, students, and parents, as well as working conditions.
Despite a decreasing number of dissatisfied teachers, many consider changing professions. A majority of young teachers in Portugal (66%) chose teaching as their first career choice, but 27% foresee leaving the profession within the next five years (the OECD average is 20%).
The survey does not specify reasons for potential exits, but researchers highlight the importance of careful class assignments for young teachers, noting that seniority often results in less experienced teachers facing more challenging educational environments.
This practice could lead to two issues: discouraging younger teachers from the profession and providing unequal education to vulnerable students.
In all 55 educational systems analyzed, younger teachers had more students struggling with language comprehension compared to their older counterparts, according to the survey conducted in 17,000 schools.
Focusing on Portuguese teachers, they are among the oldest in the OECD and frequently report work-related impacts: 26% endure high levels of stress (OECD average is 19%), 16% believe their work severely affects their mental health (10% in OECD), and 13% say it impacts their physical health.
The main sources of stress include excessive administrative work (79%) and being held accountable for student performance (79%).
Portuguese teachers also rank among those most dissatisfied with employment contracts: only 39% are satisfied with their job terms, while the OECD average is nearly double (68%).
Fewer teachers are dissatisfied with Portuguese salaries now, yet only 13% agree with their pay, compared to the OECD average which is three times higher (39%).
The OECD notes a global shortage of teachers, suggesting that higher social status in the teaching profession could attract top-level candidates and retain experienced educators.
However, few in Portugal believe their work is recognized: only 9% think teachers are valued by society (22% in OECD).
Within schools, over half of the teachers feel valued by parents and students, yet note that it is harder to feel appreciated by students from socioeconomically disadvantaged schools (with over 30% of children from poor families).
Only 4% feel their opinions are considered by policymakers, a figure four times lower than the OECD average.
Eight in ten teachers express trust in colleagues, most recognize several qualities in school principals, and believe they have a good rapport with students.
In Portugal, half of the teachers report achieving class objectives in all seven areas defined by TALIS: teaching clarity, cognitive activation, feedback, support for consolidation, adapting teaching to students’ needs, socio-emotional learning support, and classroom management.
Interestingly, the percentage of teachers with less than five years of experience who say they meet objectives in the seven areas (45%) is similar to that of experienced teachers (51%).
Among class objectives, engaging students in challenging work (75%) is less likely to be achieved.
