“It is the battle of the meaning of the profession that is engaged today in national education”
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This column appears in The world of education. If you are subscribed to World, you can subscribe to this weekly newsletter by following this link.
Grandstand. Have we ever experienced a more gloomy summer in national education? How many colleagues have confessed on the networks or in dedicated articles the choice to leave or to resign? The multiplicity of profiles, reasons, situations makes any single and unequivocal explanation dangerous. The reasons belong to everyone, depending on their career in the institution. It can reveal an individual decision: to believe in a superior professional value underused by national education. It can highlight a collective malaise: the profession loses its meaning. And this is undoubtedly the most dangerous point for the institution.
The paradox of national education lies in its double recruitment crisis: the competitions are no longer full of course, but some of the teachers also leave after a few years. No measurement of “loyalty”, as HR managers like to say, will not be able to completely remedy this. Why ? Because the whole of the social glances on the condition of teacher tends irremediably to no longer make a trade of it.
The illegibility of the training, the fact that one can access it without the required qualifications, the search for the mass of candidates, all this puts the teacher more on the side of the job rather than the work. However, the first stone that makes sense of a profession is its recognition as such. Each columnist or columnist who contributes to delegitimising the professional gesture, the qualification of teachers does more for the recruitment crisis than any other criticism. Social devaluation begins with the radical denial of professional value to teachers. Some resignations are sometimes snubs to go against this permanent depreciation of society against teachers. “You can’t do anything else”responds the troll classic claiming the lowering of teachers’ salaries because they have too many vacations.
In-between uncomfortable
As for this tension, it is not the smallest paradox of the ministry which requires a pre-professional positioning for future teachers, responds that it will better train current teachers, while praising their professionalism. Who are we deep down? Are we professionals or are we not? The recruitment crisis is a crisis of schizophrenia: are we the absent, malevolent, lazy teachers described by parents relayed by great television reinforcements? Or are we the professionals that we know how to flatter when we are needed? It is this uncomfortable in-between that creates the tension where all teachers find themselves today.
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