Typical of the teaching profession is the multitude of actors that comment on and evaluate teachers’ work. Previous studies indicate that teachers feel that their work is relatively underappreciated in society. Little is known about the dynamics that explain apparent variation in this feeling. Based on data from 66,593 teachers in 25 countries we study variation of Perceived Societal Appreciation (PSA). We find robust evidence that a change within countries in PISA scores predicts a within country trend in levels of PSA. In the conclusion we critically engage with contemporary OECD policies by arguing that inducing a crisis mentality about educational quality risks accomplishing the exact opposite than what one aims for.

教师职业的典型特征是评论和评估教师工作的众多参与者。以往的研究表明，教师觉得他们的工作在社会上相对被低估了。关于解释这种感觉明显变化的动力学知之甚少。基于来自 25 个国家的 66,593 名教师的数据，我们研究了感知社会欣赏 (PSA) 的变化。我们发现有力的证据表明，国家内部 PISA 分数的变化预示着国家内部 PSA 水平的趋势。在结论中，我们批判性地参与了当代经合组织的政策，认为引发关于教育质量风险的危机心态会实现与目标完全相反的结果。