Debacle in teaching opposition exams and criticism of the tribunals' criteria: "One year they can give you an 8 and the next, a 2"

PalmaThe teaching exams in the Balearic Islands are progressing in a scenario that many applicants describe as “disconcerting” and which the data strongly confirms: in various specialities and islands, the pass rates for the first test (theoretical + learning situation) are extremely low and, in many cases, insufficient to cover all the advertised positions. Those who pass the first test move on to the presentation test, and those who advance, to the selection phase.

In Secondary Physical Education in Mallorca, for nine positions advertised in the open call (open to all), 18 applicants registered, but only 2 passed the first test, 11.1%, and of those who failed, 10 scored less than 0.5 in the theoretical sub-test. In Spanish Language, also in Mallorca, 34 applicants were competing for 11 positions and only 4 have advanced to the next phase, 11.8%. In Catalan Language, the situation is similar: 33 applicants for 18 positions and only 4 passed the first test, 12.1%.

This scenario contrasts with other islands or specialties, where the relationship between positions and candidates is very different and success rates are higher. In Mathematics in Mallorca, for example, there were 15 registered for 29 positions, and 9 candidates have passed the opposition phase (the last before the proclamation), 60% of those who presented themselves. In Ibiza, in this same specialty, 3 candidates competed for 11 positions and 1 has passed the process. In Menorca, a single candidate opted for 2 positions and has passed the first test, while in Formentera there have been no passes.

In Ibiza, for Catalan Language, 2 candidates have presented themselves for 10 positions, with 1 pass that has already reached the final phase of the process (opposition). For Castilian Language, 3 of the 11 candidates from Ibiza have passed the opposition phase. In the case of Physical Education in Ibiza, 6 positions have received 16 candidates, with 5 passes in the opposition phase and 4 scores above 6.5, which contrasts with the much lower results in Mallorca.

The data thus draw an unequal map between islands and specialties: while in some cases there is a lack of candidates, in others the pass rates fall to levels below 15%, with specialties that could already have difficulties in filling all positions.

“We cannot claim with guarantees”

Beyond the data, several applicants express discontent with how the process is unfolding. A candidate for Physical Education in Mallorca, speaking on behalf of colleagues, states that the main problem is the lack of transparency in the evaluation criteria. “Our confusion stems from the fact that our perception of how we performed on the test does not align with the published grades. We do not know the items that the tribunals apply to the rubrics because they are never published. When we go to appeal, we cannot do so on a real basis or with guarantees,” they explain.

The applicant compares this call for applications with previous processes. He recalls that in the 2022 stabilization process, 86 positions were consolidated and, in addition, 30 ordinary positions were offered in the competitive examinations, 29 of which were filled by 92 applicants. This year, however, in the same specialty in Mallorca, only 2 out of 18 applicants have passed the first test for 9 positions. He also questions the coherence of the evaluation criteria: “It can happen that a tribunal gives you an 8 one year and a 2 the next. Competitive examinations should be objective, but we do not consider it to be a sufficiently guaranteed procedure”.

Criticisms of supervision and the role of tribunals

The witness also points to the lack of external control over the criteria used by the tribunals. As he denounces, there is no effective inspection or independent review of the rubrics. “What bothers us most is the feeling that now a much higher level is being demanded than what actually corresponds to a teaching opposition. There is no inspector or representative from the Ministry verifying whether the criteria are adequate,” he states.

He also questions the composition of the tribunals and their experience: “It hurts us to see that the president of the tribunal is a stabilized interim employee who didn't even have to pass an ordinary opposition. The members know each other and we don't know with what intention they elaborate the rubrics. The treatment they gave us was very harsh and cold.”

According to the applicant, there are cases of significant discrepancies in the corrections: “There are people who got a 2 and have shown their exam to other professors, and they tell them it could be an 8.” Furthermore, he assures that the practical test is not recorded or written down, and that even basic tools were limited during the exam: “They didn't let us use a blackboard to structure the outline of the presentation.” “We have complained to the Ministry, but they tell us that they have to defend the figure of the tribunals. We are helpless.” Any claims made are to the tribunal itself.

A system under tension

The discontent also extends to the comparison with other calls. The applicant recalls that in some islands there is traditionally more ease in obtaining a place, and wonders if the changes respond to a general toughening of the criteria or to a more restrictive interpretation of access. "It has always been said that in Ibiza it was easier to pass due to the lack of teachers. Let's see if we have to move there," he concludes.

But, in fact, previous calls demonstrate that vacant positions and mass failures are becoming increasingly common. In the 2025 oppositions, the Balearic Islands were the autonomous community with the most vacant positions: 53.24%, 30 points more than the state average of 23.48%, according to CCOO data. At the other end of the table were Extremadura (5.02%) and Catalonia (5.25%). The union also provided the figures for those who passed. Only 42% of applicants for all teaching bodies (Vocational Training, Language Schools, Teachers, Secondary, Plastic Arts and Design, and Music and Performing Arts) passed the cut-off. In the case of the teaching body, 41.92% of candidates passed, while in Secondary, 40.45% did.

With current and previous data, teaching oppositions leave an open scenario: positions that will remain vacant in some specialties, very low pass rates in others, and a growing debate about transparency, uniformity of evaluation criteria, as well as arbitrariness in evaluation.