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Job satisfaction and well-being of primary school teachers : results of the 2018 TALIS survey / Axelle Charpentier, Laetitia Longhi, Christelle Raffaëlli
Publication de la DEPP / Note d'information MEN
Edité par Ministère de l'Education nationale, de la jeunesse et des sports. Paris - 2021
In 2018, more than eight out of 10 primary school teachers in France express a positive perception of their work environment, marked by a strong culture of collaboration. School principals also share this observation. Primary school teachers, like their counterparts at the lower secondary level, feel that their job has little social value, although this does not affect their motivation. Among its European neighbours, France is the country where the support provided following a teacher’s evaluation is the least frequent, regardless of the method used. Support for students with special educational needs is identified as a priority need for investment by more than six out of ten teachers in France and as a major teaching issue by school principals. French primary school teachers report a lower level of well-being at work than lower secondary school teachers. More than eight out of ten teachers cite having to adapt lessons to students with special educational needs or being held accountable for student success as the main sources of stress.
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