Morale Is at an All-Time Low Among Private-School Teachers: Anxiety, Weariness, and a Strong Urge to Leave the Profession
When asked to describe their professional situation, private-school teachers confirm that morale is low. 96% cite a negative descriptor, compared to only 39% who cite a positive one. Specifically, anxiety (53% of mentions, including 20% who cited it “first”), weariness (47%, including 26% “first”), and helplessness (44%, including 11% “first”) overwhelmingly dominate over feelings of enthusiasm (15%, of which 5% cited this “first”), satisfaction, or fulfillment (12%, of which 4% cited each “first”).
While motivation appears to be the prevailing sentiment among private-school teachers—with 67% reporting that they are motivated—only 13% are “very” motivated. This level of motivation varies significantly by demographic: it reaches 73% among those under 35, but drops to 63% among those aged 50 and older. It also declines with seniority, falling from 72% among teachers with less than 10 years of experience to 65% among those with 11 or more years of experience. While the joy of teaching (45%) and a sense of purpose (26%) remain the primary drivers of motivation, this motivation faces obstacles such as workload (28%), pay deemed insufficient (26%), a lack of institutional support (25%), poor physical working conditions (20%), low student achievement (19%), a deteriorating team atmosphere (17%), and difficult relationships with parents (15%).
At the same time, work directly affects mental health: 72% of private-school teachers acknowledge a negative impact, a sentiment that is even more pronounced among elementary school teachers (78%) and women (75%, compared to 63% among men). This dissatisfaction is reflected in the intention to leave the profession among two out of three private-school teachers (67%), a figure that peaks at 77% among those aged 35–49. Among the reasons cited, the deterioration of the education system (43% of mentions, including 22% “as the top reason”) and emotional exhaustion (40%, of which 21% cited it “as the top reason”) outpace salaries deemed insufficient (36%, of which 18% cited it “as the top reason”), a sign that disengagement goes beyond purely financial concerns.
Working conditions that are taking an increasingly heavy toll on teachers’daily lives
92% of private-school teachers believe their workload has increased in recent years. This is exacerbated by the responsibility of supporting students with special educational needs, which 89% of teachers consider a burden. In practical terms, this workload means a significant amount of time is spent away from direct interaction with students: on average, 6 hours and 30 minutes per week for lesson preparation, 5 hours for grading, 3 hours and 35 minutes for digital tools (Pronote), 3 hours for student monitoring, 2 hours and 30 minutes for team meetings, 2 hours and 10 minutes for leading projects or extracurricular activities, 1 hour and 40 minutes for communicating with parents, and 1 hour and 30 minutes for volunteer work for the school.
Added to this workload are multiple and cumulative pressures. More than 8 out of 10 private-school teachers feel increased pressure related to the role families play (81%). Among secondary school and agricultural high school teachers, 74% feel increased pressure related to student performance, exams, and internships (77% of women versus 66% of men). In agricultural high schools specifically, 83% feel pressure related to the expectations of the CCFs and internships, and only 58% believe that their regulatory service obligations (face-to-face instruction, consultations, etc.) are being met. Overall, this accumulation results in high stress levels: 75% of teachers report feeling stressed in the context of their work, and 81% of those under 35.
In terms of resources, two-thirds of teachers (66%) consider that they have teaching resources suited to their instruction, a figure that drops to 58% in agricultural high schools. Furthermore, only 52% consider the specific teaching facilities made available to them (educational farms, workshops, technical equipment, etc.) to be satisfactory—a view that is significantly more negative among men (31%) than among women (62%). Support for students in their career guidance and transition to the workforce is also deemed insufficient by a majority of secondary school and agricultural high school teachers (only 47% feel they receive sufficient support), and the lack of resources is even more pronounced when it comes to supporting students with disabilities: only 18% have the resources and training they consider sufficient, a figure that drops to 15% in elementary school.
This pressure has a direct impact on teachers’ work-life balance: only 36% of teachers are able to exercise their right to disconnect, and barely 19% have enough time to grade assignments and prepare lessons without encroaching on their personal lives. Support from school administrators declines as years of service increase: the perceived support from school inspectors when facing difficulties with a student or family drops to 37% among teachers with 11 or more years of experience (compared to 45% among those with less than 10 years), and to 33% among those aged 50 and older. Support from school administrators, by comparison, is viewed more favorably (61% on average, up to 74% in elementary schools).
Financial and social recognition is largely insufficient in the eyes of private-school teachers
When asked about the factors that weigh most heavily on them in their daily lives, teachers cited insufficient pay as their top concern (60% of responses, including 23% who listed it as their “top” concern). In fact, only 13% of private-school teachers say they are satisfied with their pay, and 10% feel they are well paid for the work they do. Social recognition follows a similar trend: 92% of private-school teachers feel their work is not sufficiently recognized by society.
This lack of recognition is directly reflected in the expectations expressed by private-school teachers: pay is by far the top priority for improvement (55%), ahead of recognition and appreciation of their work (33%) and workload (32%). Next come staffing levels and human resources (30%), professional development (28%), and management and hierarchy (26%). Parent-student relationships and pedagogical autonomy bring up the rear among the most frequently cited priorities (19% each), ahead of inclusion and addressing special needs (15%) and material resources, facilities, and equipment (10%).
Private-school teachers are highly exposed to violence but inadequately protected
Nearly 8 out of 10 private-school teachers (78%) report having faced at least one instance of violence in the past twelve months, a proportion that rises to 81% in elementary schools. Violence committed by students is the most frequently reported type (51%, up to 60% in elementary schools), followed by violence from parents (47%, 55% in elementary schools). Next, at a similar level, are acts of violence by school administrators (30%, up to 34% in agricultural high schools), online violence on social media or Pronote (30%, 36% in agricultural high schools), and violence by other members of the educational staff (30%, 32% in secondary schools and agricultural high schools). Violence originating from the administration or the school district affects 17% of private-school teachers (up to 20% among those aged 35–49).
This climate of violence is not offset by a corresponding sense of protection: only 24% feel sufficiently protected against violence from students, 23% against violence from other members of the educational staff, 20% against violence from parents, 17% against online violence, and barely 11% and 10%, respectively, against violence from school administrators or the school district.
Priorities for transforming the education system: human resources, far ahead of the rest
When asked to rank the top priorities for change in the education system, private-school teachers placed increasing human resources at the top of the list, with an average score of 2.3 and 39% citing it as their top priority. Two other expectations follow: a reduction in administrative tasks (2.8; 23% as top priority) and stability in the education system—that is, fewer reforms (2.9; 25%). Revising the school schedule and duration ranks close behind (3.0; 22%), ahead of strengthening instructional and material resources (3.2) and supporting the inclusion of students with special needs (3.3). The other aspects appear to be of secondary importance, whether they concern the autonomy of teaching teams (3.5), the continuity of instruction (3.7), or dialogue with families (3.8).
Artificial Intelligence: A Recognized Educational Opportunity, but a Challenge Seen as a Cause for Concern for Students
From an educational perspective, a cautious but genuine acceptance of artificial intelligence is emerging: 61% of private-school teachers see it as an opportunity to improve the quality of instruction. However, support is lacking, with only 34% feeling supported by their school in using AI tools and 33% feeling sufficiently trained to integrate it into their teaching practice.
Regarding students’ use of AI, on the other hand, concern is overwhelmingly prevalent. 92% of teachers believe it poses a risk to the development of critical thinking skills, 86% see it as a challenge to their own profession, and 72% believe it jeopardizes academic knowledge. Nearly two-thirds believe it challenges their teaching practices (62%), a view shared—to a lesser extent—from a more positive perspective, as 53% believe it also enriches them. Nevertheless, 43% of teachers feel threatened, believing that AI puts their profession at risk. Finally, the benefits for the students themselves are considered limited: only 24% believe it helps them make progress in their learning, and just 19% believe it makes them more independent.
A public image seen as a caricature, which undermines families’ trust
The image of private education conveyed by society and the media is largely viewed in an unfavorable light by teachers: 73% consider it a caricature, 70% view it as negative, and 60% believe it undermines the profession’s appeal. More than one in two teachers also believe that this image undermines families’ trust in private education (52%). Conversely, only 23% believe that this image accurately reflects the reality of their profession on the ground.
