TEACHERS AND MANAGEMENT STAFF The Figure gives information solely in hours per week. The real working time of teachers may also vary in accordance with the annual number of service days. Teaching time refers to the time spent by teachers with groups of students. This number is calculated to exclude time for breaks or time spent with students that does not involve teaching. It is obtained by multiplying the number of lessons by the time each lesson lasts and dividing the product by 60. Availability at school refers to the amount of time each week that teachers must be available, including teaching time, for performing duties at school or in another place specified by the school head. Overall working hours time includes the number of teaching hours per week, additional hours of availability at school, and the amount of working time spent on preparation and marking activities, which may be done outside the school.
WOMEN TEACHERS ARE OVER-REPRESENTED AT PRIMARY AND SECONDARY LEVEL BUT NOT IN TERTIARY EDUCATION Women account for the majority of teachers at primary and secondary level. Since 2002/03, there has been a slight increase in the proportion of female teachers at these levels of education (Eurydice, 2009). However, their representation decreases markedly the higher the level of education. In 2009, in all European countries for which data are available, over 60 % of teachers in primary and secondary education (ISCED 1, 2 and 3) were women. In four countries – Bulgaria, Estonia, Latvia and Lithuania – 80 % of teachers at these levels were women. This contrasts sharply with the representation of women at tertiary education levels (ISCED 5 and 6). Women teachers represent less than 50 % of teachers at this level in all countries, with the exception of Latvia, Lithuania and Finland. In Finland, the percentage of female teachers in tertiary education increased from 47.7 % in 2006 to 50.5 % in 2009. In a dozen countries, women make up less than 40 % of teachers in tertiary education. The drop in female representation at tertiary level compared to ISCED levels 1-3 is very marked in Hungary, Malta and Slovenia. Figure E9: Percentage of women teachers in primary and general (lower and upper) secondary education (ISCED 1, 2 and 3) compared with tertiary education (ISCED 5 and 6), public and private sectors combined, 2009
ISCED 1-3 ISCED 1-3 ISCED 5-6 ISCED 1-3 ISCED 5-6
EU : : MT 71.4 30.7
BE 67.4 42.9 NL 68.4 38.7
BG 82.4 47.3 AT 70.0 33.1
CZ 73.3 48.0 PL 76.2 42.9
DK : : PT 73.5 43.4
DE 66.1 38.7 RO 72.4 44.2
EE 83.2 0.0 SI 79.4 36.6
ISCED 5-6 IE 74.1 37.6 SK 78.2 43.5
EL : : FI 69.5 50.5
ES 62.6 38.9 SE 68.9 44.2
FR 68.5 37.8 UK 68.6 42.6
IT 75.8 35.6 IS 72.6 48.9
CY 70.9 39.9 LI 63.1 0.0
LV 86.2 57.9 NO 67.2 41.9
LT 84.5 55.1 CH 64.6 34.9
LU 60.3 0.0 HR 73.4 41.6
HU 78.6 37.6 TR 47.7 40.7
Source: Eurostat, UOE and Labour force survey.
Explanatory note Only teachers involved in providing direct instruction are taken into account. Data include teachers in special education and all others who work with students as a whole class in a classroom, with small groups in a resource room, or on a one-to-one basis inside or outside a regular classroom. Both full-time and part-time working teachers in the public and private sectors are included. Trainees or teachers’ assistants are not included.
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