Nicolas Sarkozy’s recent comments questioning teachers’ workloads sparked significant backlash from educators and unions, who labeled his remarks as “teacher-bashing.” While the Ministry of National Education reports a weekly teaching commitment of 24 hours, many teachers actually work around 44 hours weekly, including preparation and grading. The misconception that teachers only work six months a year further fuels frustrations. This controversy underscores ongoing challenges in the education sector and the need for greater recognition of teachers’ efforts.
Controversial Remarks Ignite Tensions Among Educators
During his appearance at the Future Meetings on November 8, Nicolas Sarkozy stirred controversy by questioning the workload of teachers. He stated, “The status of primary school teachers is 24 hours a week and six months of the year, between vacations and weekends,” suggesting that some educators may have chosen this path for less than noble reasons.
These comments were met with swift backlash from teacher unions, with Guislaine David, co-secretary general of SNUipp-FSU, labeling the statements as “unbearable teacher-bashing.” She expressed the “immense anger” felt by educators who are already grappling with challenging working conditions. David emphasized that these remarks come against a backdrop of workforce reductions initiated during Sarkozy’s presidency, which saw the elimination of 150,000 civil service positions, thereby exacerbating tensions within the education sector.
Reality Check on Teachers’ Work Hours
In defense of teachers, Anne Genetet, Minister of National Education, pointed out that they “work a lot, in sometimes very difficult conditions,” noting that their workload exceeds that of their German counterparts by an average of 30%. However, some unions criticized the minister’s support as inadequate, highlighting a disconnect between government narratives and the actual experiences of teachers. But do the figures truly capture the reality of their workload?
While it is true that primary school teachers spend 24 hours per week in front of students, as reported by the Ministry of National Education, this only accounts for a portion of their total responsibilities. Additional duties include “108 annual hours of teamwork within a teaching cycle, complementary educational activities, and participation in school councils,” according to government sources. When these hours are factored in, teachers’ total workload increases to approximately 27 hours per week.
Moreover, the National Education website indicates that teachers must also consider “preparation and correction time,” though the duration is not specified. According to a 2013 Insee survey relayed by the ministry, full-time primary school teachers report an average of 44 hours of work per week, with younger educators clocking in up to 52 hours. A 2022 study by DEPP corroborates these findings, revealing a median workload of 43 hours per week; notably, only 59% of their time is spent directly teaching, with the remainder dedicated to lesson planning, grading, parent communication, and professional development.
Additionally, the assertion that teachers only work six months a year is misleading. The official school calendar mandates their presence in the classroom for approximately 180 to 184 days annually, which might suggest a six-month work period if one assumes a seven-day workweek. However, when accounting for working days—excluding weekends and holidays—teachers effectively work closer to eight months each year. Furthermore, they use part of their vacation time for lesson preparation and grading, with the DEPP survey indicating that teachers work an average of 34 days during breaks, and even 40 days for younger educators.
Teachers are seeking greater acknowledgment and support for their efforts. Sarkozy’s criticisms were seen as further evidence of a lack of respect for their profession. In response, MoDem deputy Laurent Croizier suggested that the former president should “work a week in a kindergarten” to gain insight into the realities of teaching. This ongoing debate highlights the challenges of attracting new talent to the profession and the growing sentiment of “contempt” felt by educators, who often perceive themselves as marginalized in public discussions. Guislaine David warns that this ongoing perception could undermine public education and contribute to the devaluation of teaching as a profession.