A global shortage of teachers, combined with worsening working conditions and a lack of public recognition, is affecting the teaching profession in many countries, according to Pierre Périer, a sociologist and professor in education sciences and president of the conference on international comparisons on the teaching profession. Périer warns that the teacher shortage is a global issue and could get worse in the future. The problem affects not only the number of teachers but also the educational system's ability to ensure quality education and fairness across different regions. The conference on international comparisons on the teaching profession, titled The Teaching Profession: What Evolutions, Under What Conditions?, brought together researchers from various countries and focused particularly on the situation in France. It examined ongoing changes in the profession and aimed to highlight findings that could help shape policies addressing a growing disaffection among teachers. Topics included difficulties in recruiting new teachers, the increasing number of teachers leaving the profession, lack of recognition, and the general decline in working conditions, despite rising expectations and demands placed on educators. In France, teaching has become increasingly challenging, especially for new teachers, who often struggle with classroom management. This issue affects the ability to effectively teach and leads to a sense of ineffectiveness among educators. Motivating students and encouraging their interest in learning is seen as more difficult in France than in other European countries. Teachers also face challenges in their relationships with parents, as tensions and conflicts have increased in some areas. They feel less supported by both parents and the educational institutions they work for. Socially, the teaching profession has lost some of its former prestige, as shown by declining salaries. For beginning secondary school teachers, salaries were twice the minimum wage in 1980 but only 1.4 times the minimum wage today, even with bonuses. Studies show that since the early 2000s, French teacher salaries have dropped compared to those in other European countries, now about half of what teachers earn in Germany. This has contributed to a loss of attractiveness and a lack of recognition among teachers, who question the value society places on their work. International surveys show that fewer than 10% of French secondary teachers believe their profession is valued, compared to 30% in Europe and nearly 60% in Finland. Beyond salary, teachers face a growing diversity of responsibilities that depend more on their specific working environments. Teaching knowledge must now be balanced with socialization and certification requirements for younger generations. The plural identities of students contribute to a weakening of the unity of the teaching profession, making it harder for teachers to mobilize and gain recognition. The reasons for the decline in the profession's appeal vary by country. In France, salary levels are a major factor, affecting both those considering the profession and current teachers. The "entry cost" into teaching has risen due to higher educational requirements, such as a master's degree, and a competitive selection process that was recently moved to the end of studies. A recent reform that brings the selection back to the end of the bachelor's degree and offers a salary to trainees has led to an increase in applications, at least at the primary level. However, the long-term effects are uncertain, especially due to academic disparities and differences in recruitment across subjects. Starting a teaching career often involves financial and material challenges, such as transportation and housing costs due to the need for mobility, especially in secondary education. The lack of control over job assignments is also a strong deterrent. Vacant positions are often in under-resourced schools or those known for being difficult, making the personal and professional challenges even greater. In many countries, teachers cite low pay, heavy workloads, and a lack of social recognition as reasons for dissatisfaction. The reasons for this dissatisfaction are varied but highlight the difficulty of recognizing the real work of teachers. Despite declining attractiveness and deteriorating working conditions, which vary by country, many still choose to teach, often driven by a passion for contributing to students' education and development, especially in primary schools, or for sharing a subject with secondary students. These motivations are key to entering the profession and staying in it despite less rewarding conditions. In France, the teaching profession suffers from a particularly low level of recognition compared to European neighbors. Another specific issue is the significant increase in the number of people choosing to become teachers, especially at the primary level, with 32% of graduates in 2020 compared to 12% in 1990. A third specific factor is the civil servant status of teachers, which affects assignment procedures and mobility, often criticized as ineffective or unfair. A surprising finding from the conference was a 2024 CNESCO survey of 1,100 students in their third year of bachelor's degree, which found that 53% of those planning to become teachers see it as their entire career (56% in primary education, 46% in secondary education). This result may seem unexpected given the civil servant status of teachers but could indicate a shift in perception, suggesting that teaching is now seen as a temporary or more flexible career path, similar to other jobs.