By OECD Director for Education and Skills Andreas Schleicher
Education is both a reflection of society and a force that shapes its future. Yet education systems are only as strong as their teachers. At a time of economic uncertainty, rapid technological change and growing skills needs, attracting and retaining talented teachers is vital.
However, the latest OECD Education at a Glance data show that teacher shortages are a reality in many countries. In some systems, shortages are visible through the high numbers of unfilled teaching positions. In Latvia and Luxembourg, for example, around 4% of all teaching positions in secondary education were unfilled at the start of the 2024/25 school year. In most other countries with available data, the share of unfilled vacancies is below 3%.
These shortages should not be interpreted simply as evidence that teaching has become an undesirable profession. Rather, they are part of a much wider challenge affecting many sectors of the economy, where employers are competing for a limited supply of skilled and qualified workers. Education systems are therefore facing the same labour market pressures as healthcare, technology and other professions that rely on highly trained staff.
High numbers of teacher job vacancies are only one indicator of teacher shortages; another factor is the growing reliance on teachers who do not yet possess standard teaching qualifications. On average across OECD countries, 9.1% of all teachers in primary and secondary education were not fully qualified in 2024/25.
These recruitment challenges are often particularly acute in rural and remote communities. Disadvantaged schools may also struggle more than others to attract and retain staff. Shortages are also concentrated in specific subjects, notably mathematics and the natural sciences, where education systems compete directly with other sectors for highly skilled professionals. Such disparities risk reinforcing existing inequalities in educational opportunities and outcomes.
Retirements pose an additional challenge. Across the OECD, one in four secondary teachers is aged 55 or older, raising the prospect of substantial workforce losses in the coming decades. Education systems will need to replace departing teachers and ensure that new hires are available in the subjects and regions where they are most needed.
Competitive salaries and manageable workloads matter, but they are only part of the solution. The attractiveness of teaching is also shaped by professional autonomy, supportive leadership, positive relationships within school communities, opportunities for development, and the level of public recognition accorded to the profession.
Education systems also need to adapt to a future in which fewer teachers may be available. This means finding ways to use teachers’ time and expertise more productively, ensuring they can focus on the activities that have the greatest impact on student learning. Greater use of technology, improved workforce planning, and redesigned school structures can help reduce administrative burdens and enable teachers to work more effectively.
One popular policy option that can help is to broaden pathways into teaching. Second-career teachers can bring valuable expertise, experience and diversity into schools. Countries like Australia and the Netherlands, where over 15% of teachers are second-career entrants, offer flexible pathways that recognise prior experience and combine training with employment.
By maintaining teaching as an attractive, respected and sustainable profession, policymakers can support better educational outcomes and make a lasting investment in the social and economic prosperity of future generations. However, rather than assuming that current staffing models can be sustained indefinitely, policymakers and school leaders should explore how education can deliver high-quality outcomes with a smaller but more efficiently deployed teaching workforce.
You can learn more about the global state of teacher shortages in the new OECD Education at a Glance. The report provides internationally comparable data on education systems across the world, covering attainment, enrolment, finance and the organisation of education systems: https://www.oecd.org/en/publications/education-at-a-glance-2026_b4968bbc-en.html
