Educator measures reviewed
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British researchers have looked at international examples to see how to get more teachers into schools.
Competitive pay and respect are often considered central to solving Australia’s teacher shortage.
However, the international researchers argue that without improved compensation, resources, and professional esteem, teacher recruitment and retention will continue to lag.
The study, covering 18 countries and led by UK universities Durham, Birmingham, and Warwick, suggests that common incentives like scholarships and performance bonuses are not solely effective.
Instead, policymakers should focus on making teaching an attractive career for a wider range of graduates.
Professor Stephen Gorard from Durham University, lead researcher, noted three core factors affecting teacher numbers: low pay relative to other graduate professions, limited resources, and poor student behaviour.
“The shortage of teachers is a major problem for many countries despite years of investment in recruiting and retaining teachers,” he said.
Countries, including England and France, have seen teacher shortages worsen as societal and government support for teachers dwindles.
Only 25 per cent of teachers in England, for example, feel valued by the public, and just 10 per cent by policymakers.
The study further shows that countries such as Singapore, South Korea, and Finland, where teachers are highly regarded by the public and government, report far fewer issues with teacher shortages.
This respect significantly impacts new graduate interest, with researchers noting that while many capable graduates might teach, they are often discouraged by limited resources and negative perceptions about job quality.
With the OECD also highlighting Europe’s severe staffing shortages, researchers conclude that lasting solutions lie in making teaching an attractive, respected career.
The full study is accessible here.
