Overview

• Classroom order is a major pain point, with 29% of secondary teachers reporting noise and disorder and roughly 18%–20% of class time spent managing discipline, above OECD and EU averages.
• Administrative workload weighs heavily, as 64% of teachers cite excessive bureaucracy, and only 57% of secondary teachers rate their initial preparation as adequate versus 77% across the OECD.
• Inclusion remains difficult, with about 40% of secondary teachers feeling unprepared or stressed when supporting students with special educational needs, a strain felt most by novices.
• Catalonia stands out with the highest reported stress (51% overall; 55% in primary), widespread co‑teaching practices (about eight in ten teachers), and comparatively low AI use (around 28%).
• Teacher morale and retention indicators are relatively strong, with job satisfaction near universal (about 95%–97%) and intentions to leave below international averages (19% in secondary; 16% in primary), as national officials acknowledge discipline and training gaps.