Reacción a "The temporary nature of teaching staff in Spain remains above the OECD average"

I would highlight some relevant issues from the TALIS 2024 report:

• The level of teacher satisfaction in Spain is particularly high, above the OECD and EU average and among the highest of all participating countries. This is a very relevant piece of information because it challenges the doom-mongering discourse about the teaching profession and its poor social perception, a discourse generated by both external and internal actors within the education system.
• Teacher autonomy presents paradoxical elements. Teachers report having a great deal of control over materials, but also report having little decision-making power over courses.
• The challenges faced by teachers in Spain are greater from the point of view of socio-demographic changes. Classrooms are more diverse and the profile of students is one of greater social and educational needs.
• Substantive differences continue to be observed between primary school teachers, who are more collaborative and coordinate more with other professionals and families, and secondary school teachers, who are more isolated in their classroom work and less inclined to use digital tools (they tend to consider that these distract students from real learning).
• The perception of excessive administrative work among teachers is becoming more widespread, especially among secondary school teachers.
• It is clear that we have a system that does not evaluate the teaching function (the percentage of teachers who consider that they are evaluated through different mechanisms is low and below the OECD average).
• Teachers are critical of the initial training they received. They consider that it does not provide the necessary tools to manage the classroom and the learning process, and that there is a particular lack of more practical training (the results show more critical averages than those seen in the OECD or EU). Similarly, continuing professional development does not seem to be valued positively, nor are there sufficient mentoring programmes between teachers.
• The level of salary satisfaction is notable and above the OECD average.