Being constantly interrupted, going to open the portal, checking that it is closed, picking up the phone, answering emails, emergencies, conflicts, all day long, in addition to the rest… This observation of overflow is was expressed this fall on banners, and in the street, after the suicide of Christine Renon, "exhausted headmistress" as this teacher had signed in a letter, before ending her days in her school in Pantin (Seine- Saint-Denis) on September 22.
The survey of all school directors, promised after this tragedy by the Ministry of National Education, was made public on Tuesday. This survey, which was answered by 29,007 principals (out of 45,500 in total) confirms what observers have long described: teachers who manage schools need extra arms, especially to cope with the heavy administrative tasks which fall to them.
Three-quarters write the paperwork at the top of the activities that take them the most time, far ahead of the educational projects for the students (30%) which nevertheless constitute their core business, with the monitoring of the children.
Unloaded only one day a week
An administrative burden all the more badly supported as the time of these lookouts of the yards is rare and precious. The majority of them (67%) are discharged only one day a week, or less, while 90% devote to their managerial duties more than 10 hours per week (between 11 and 20 hours for nearly half of those interviewed).
"There is a need for support, an expectation of lightening of tasks considered both time-consuming and non-essential", we note at the Ministry of National Education, where consultation, expected for 3 months, to start next Tuesday (January 14) with unions.
On the table: the question of the hiring of personnel, in particular volunteers in civic service, to help the educational teams, but also the possible creation of a real statute for these teachers, who for the moment have not the authority of a superior over their colleagues.
The issue of monitoring directors should also be on the discussion menu, while more than half of them (54%) have never benefited from continuous training since taking office. A need which is expressed in particular for the management of conflicts between adults in the school, and with the parents of students. The subject, already documented by other studies, also occupies a large part in the fed-up expressed under the yards.
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For four in ten principals, relationships with parents are considered a burden, and 40% ask for "support" to cope.