Teachers form the backbone of any educational system. According to various international reports, including the OECD’s Teaching and Learning International Survey (TALIS), the quality of an education system is closely linked to the quality of its teaching workforce. In Spain, two major factors undermine this foundation: a growing lack of social prestige and the inadequacy of both initial and ongoing teacher training.

Firstly, the social perception of teachers in Spain has deteriorated considerably in recent decades. Once regarded as respected figures of authority and knowledge, many teachers today feel undervalued by society. They are frequently criticised for enjoying long holidays or for allegedly failing to adapt to the changing needs of students. This criticism often overlooks the challenging conditions under which the educators operate—overcrowded classrooms, limited access to resources, and increasing bureaucratic demands. As a result, morale among teachers is declining, and the profession is becoming less attractive to new graduates.

Secondly, the training of teachers—both at the beginning of their careers and throughout their professional lives—exhibits clear structural weaknesses. Initial teacher education in Spain remains heavily theoretical, with limited emphasis on practical classroom experience. Degree programmes for both primary and secondary education often fail to equip future teachers with the tools they need to manage diverse classrooms, use digital technologies effectively, or apply active learning methodologies. Many new teachers enter the workforce without having spent sufficient time in real educational environments, which compromises their preparedness and confidence.

Moreover, there is a noticeable disconnect between academic institutions and schools. Universities and teacher-training centres often operate in isolation from the realities of the classroom. A closer partnership between these institutions and innovative schools—functioning as “laboratory schools”—could provide aspiring educators with a more reflective, hands-on learning experience.

Ongoing professional development also remains problematic. Although continuous training is legally recognised as both a right and a duty for teachers, its implementation in practice is often weak. In many cases, participation depends on the individual motivation of teachers rather than being embedded in a structured career path. Training programmes are not always aligned with the real needs of the classroom and frequently focus on administrative or superficial content. This limits their impact and contributes to a fragmented professional development culture. In contrast, countries such as Singapore have implemented more cohesive models, where teacher training is integrated into a broader framework of collaborative practice, research, and ongoing evaluation.

The COVID-19 pandemic further revealed gaps in the system, particularly in digital readiness. Many teachers found themselves unprepared to adapt to online teaching, highlighting the urgent need for comprehensive training in digital pedagogy and flexible instructional strategies.

Spain’s situation underscores a broader lesson for European education systems: reforming education begins with recognising and supporting teachers as key agents of change. Investing in high-quality, practice-oriented training and restoring the social value of the teaching profession are not optional—they are essential. Without well-prepared, respected, and motivated teachers, any attempt to modernise education is likely to fall short.

In the context of growing global competition and rapidly changing technological demands, countries cannot afford to neglect the development of their educators. Spain’s experience is a reminder that lasting educational improvement must begin in the classroom—with the people who shape the minds of the future.