The quality of education is directly linked to the conditions under which teachers carry out their work. Decent pay, appropriate teaching resources, a safe environment and genuine involvement in educational decision-making are the cornerstones of the professional recognition championed by the World Association for Development (AMD). These conditions determine teachers’ ability to support pupils over the long term.

A teacher’s work extends far beyond the time spent in the classroom. Preparing lessons, marking work, addressing individual difficulties, liaising with families and participating in school life are all part of their responsibilities. Recognising this work requires taking all these tasks into account.

The results of the 2024 TALIS international survey, published by the OECD in 2025, examine, in particular, working conditions, professional development and the experiences of teachers in the participating education systems. They provide a useful framework for comparison, though they do not, on their own, represent the full range of realities of the profession worldwide.

What does it mean to earn a decent living as a teacher?

Remuneration is an essential aspect of a teacher’s working conditions. It must enable teachers to meet their day-to-day needs and plan for the future. However, its true value cannot be assessed on the basis of the stated amount alone: the cost of living, the regularity of payments and associated social entitlements must also be taken into account.

A nominal pay rise does not necessarily correspond to an improvement in purchasing power. When prices rise faster than salaries, financial difficulties may persist. The evaluation of pay rise policies must therefore distinguish between changes in pay and changes in the expenses faced by teachers.

Career clarity is also important. Clear prospects for advancement, fair criteria and recognition of responsibilities enable professionals to plan for their future. Remuneration and career progression must form a coherent whole, tailored to the qualifications and demands of the profession.

How can we better recognise the workload?

The organisation of work must take into account the time required to deliver high-quality teaching. One hour of teaching generally requires preparation, followed by follow-up work. In addition to these activities, there are discussions with families, consultation with colleagues and administrative duties.

When new tasks are introduced, their place in the timetable warrants careful consideration. Without such attention, responsibilities pile up and reduce the time available for lesson preparation or supporting pupils. Any reform should therefore specify the human, technical and timetable resources required for its implementation.

It is also useful to question the relevance of procedures. A monitoring tool can help a team work more effectively; conversely, multiple redundant systems can increase the administrative burden without improving decision-making. Simplifying procedures involves retaining useful information and limiting requests that do not provide any identifiable educational benefit.

What resources are needed to teach effectively?

The expectations placed on teachers must be commensurate with the resources at their disposal. The quality of the premises, access to textbooks, the availability of equipment and the support of specialist staff all influence the scope for effective teaching. A teacher cannot, in the long term, compensate for all the shortcomings of a school through personal commitment alone. Supporting pupils with special needs, for example, requires appropriate resources and additional skills. Responsibility must be shared amongst the various professionals involved.

Solutions must be based on a local assessment. In one school, the most pressing need may be access to basic learning materials; in another, it may concern specialised equipment or enhanced support for pupils. A policy that pays close attention to working conditions makes it possible to prioritise these needs and monitor how they are addressed. For the AMD, the value of the profession is measured precisely by this ability to translate principles into concrete improvements. Teachers must be able to carry out their work with resources commensurate with the responsibilities entrusted to them.

Protecting teachers’ health and safety

A safe working environment encompasses building safety, the prevention of violence and protection against harassment. It also requires that reported issues receive an effective response. Procedures must be well-known, accessible and proportionate to the seriousness of the situation. A teacher facing a threat or an attack must know who to turn to and what support is available. Institutional protection cannot depend solely on the teacher’s ability to manage the problem alone.

Occupational health also requires attention to be paid to collective organisation. Preventing burnout involves examining workload, relationships within teams and the support resources available. Individual counselling is not enough when difficulties stem from persistent pressures within the school.

What role should teachers play in educational decision-making?

Teachers have first-hand knowledge of classroom practices and the obstacles faced by pupils. Their involvement can help to assess the feasibility of reforms, identify training needs and anticipate implementation difficulties.

This involvement must take place early enough to inform decision-making. A consultation organised after all the details have been finalised leaves little scope for improvement. Regular dialogue between education authorities, school management, professional representatives and teaching staff can lead to better-informed decisions.

Consultation, however, requires a clear framework. Responsibilities, decision-making scope and the follow-up given to contributions must be specified. Recognising teachers’ views means making it clear how these views have been considered.

Teachers’ professional dignity and the quality of the education service fall under the same public responsibility. Progress must be evident in pay, job security, working hours and the resources available on a day-to-day basis. It is on these tangible changes that the World Association for Development bases its assessment of the profession’s status. Ensuring their long-term sustainability requires predictable funding and ongoing dialogue with those who deliver education.

 

Samyath A. AMOUSSA