„Jede zehnte Schulleitung (10 %) hält es für unwahrscheinlich, bis zum Pensionsantrittsalter dieser Arbeit nachzugehen. Jede:r sechste Pädagog:in (16 %) hält es für unwahrscheinlich, den Beruf bis zum Pensionsantrittsalter ausüben zu können. Am größten ist der Anteil bei Frauen und bei Pädagog:innen unter 40.“
IfGP (Hrsg.), Gesundheit und Wohlbefinden von Schulleitungen und Pädagog:innen in Österreich. Ergebnisse der ATPHS 2022 (2024), S. 13.

„To entice qualified teachers, it is crucial to offer them competitive starting salaries and pathways for career advancement. The financing of long-term capital costs is also relevant for their impact on both teacher recruitment and retention, as poor working conditions can be a major cause of teacher attrition. Another straightforward cost-reduction strategy for many systems is to better retain early career teachers by supplying quality induction and mentoring programmes.“
UNESCO (Hrsg.), Global Report on Teachers (2024), S. 21.

„Teacher shortages are costly, impact workloads, and may deter future generations from joining the profession, which can create a cycle of low-quality education, disadvantaging students throughout life and reproducing and perpetuating educational inequalities.“
UNESCO (Hrsg.), Global Report on Teachers (2024), S. 28.

„One of the main goals of analysing teacher salaries is to assess the competitiveness of the profession to attract and retain teachers over time. Faced with better salaries in other professions, the relatively low salaries in teaching can dissuade high-quality candidates.“
UNESCO (Hrsg.), Global Report on Teachers (2024), S. 53.

„Throughout a teaching career, the combination of low salaries with limited prospect for improved compensation can result in higher attrition, as other more attractive opportunities become apparent.“
UNESCO (Hrsg.), Global Report on Teachers (2024), S. 53.

„Low status makes the teaching profession unattractive: only 67 per cent of teachers in the countries participating in TALIS 2018 reported that teaching was their primary career choice.“
UNESCO (Hrsg.), Global Report on Teachers (2024), S. 65.

„High rates of stress for any reason can push teachers out of the profession. The 2018 TALIS report showed that teachers who experience 'a lot' of stress at work are more than twice as likely to want to leave in the next five years.“
UNESCO (Hrsg.), Global Report on Teachers (2024), S. 70.

„A large study, surveying more than 9,000 teachers in the USA in 2020 and 2021, found that 33 per cent of teachers had been the victim of verbal abuse or threatening behaviour from students, and 29 per cent had faced this behaviour from parents. Even worse, 14 per cent of teachers reported they had experienced physical violence from students. Nearly half the teachers participating in the survey reported a desire to quit or change jobs due to worries about safety and school climate.“
UNESCO (Hrsg.), Global Report on Teachers (2024), S. 71.

„As many as 40 per cent of new teachers leave the profession within their first five years on the job in Canada, Hong Kong, the UK and the USA.“
UNESCO (Hrsg.), Global Report on Teachers (2024), S. 76.

„Available data shows that early career teachers are more likely to leave the profession than their more experienced colleagues – which demonstrates that they need more support to cope with the workload.“
UNESCO online, 3. Oktober 2023.

„Die Lehrkräfte altern, und die Zahl der Schüler steigt. Mehr als ein Viertel aller Lehrkräfte in Österreich ist 55 Jahre alt oder älter. Allerdings dürfte die Zahl der Schüler in der Pflichtschulbildung in Österreich bis 2030 in der Altersgruppe von sechs bis neun Jahren um 5 % und in der Altersgruppe von 10 bis 14 Jahren um 7 % steigen.“
EU-Kommission (Hrsg.), Monitor für die allgemeine und berufliche Bildung 2023. Österreich (2023), S. 5.

„Neue Lehrkräfte können nur in begrenztem Umfang Mentoring und Unterstützung erhalten. Gegenüber den 19 % im EU-Durchschnitt haben nur 10,8 % der Lehrkräfte in den ersten fünf Schuljahren einen Mentor.“
EU-Kommission (Hrsg.), Monitor für die allgemeine und berufliche Bildung 2023. Österreich (2023), S. 6.

„Die Gehälter der Lehrkräfte können sich auch unmittelbar auf die Attraktivität des Lehrkraftberufs auswirken. Sie können die Entscheidungen beeinflussen, eine Lehrkraftausbildung aufzunehmen, nach erzieltem Abschluss Lehrkraft zu werden und den Beruf als Lehrkraft weiterhin auszuüben oder nicht. Im Allgemeinen sinkt mit steigendem Gehalt der Lehrkräfte ihre Neigung zu einem Berufswechsel.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 391.

„Die Bildungssysteme konkurrieren mit anderen Sektoren der Wirtschaft um hoch qualifizierte Absolventinnen und Absolventen, da sie sie als Lehrkräfte gewinnen wollen. Forschungsergebnisse zeigen, dass Gehälter und alternative Möglichkeiten, die diesen Absolventinnen und Absolventen offenstehen, wesentliche Faktoren der Attraktivität des Lehrkraftberufs sind. Die Gehälter von Lehrkräften in Relation zu denen von Beschäftigten in Berufen mit ähnlichen Ausbildungsanforderungen und die zu erwartenden Einkommenssteigerungen können einen großen Einfluss darauf haben, ob sich Absolventinnen und Absolventen dafür entscheiden, den Lehrkraftberuf aufzunehmen bzw. ihn langfristig auszuüben.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 398.

„Im Rahmen der Lehrpersonalstatistik werden all jene Personen als teilzeitbeschäftigt definiert, welche weniger als 90 % der Zeit in einer Vollzeitbeschäftigung tätig sind. […] Bei den Frauen liegt diese Quote für alle Schultypen insgesamt bei 32,3 %, bei den Männern bei 21,5 %.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2021/22. Schlüsselindikatoren und Analysen (2023), S. 78.

„For several years the Swedish education system has suffered from a lack of teachers, especially VET teachers; there is a risk that this situation is going to worsen. According to the teacher’s union, the average age of upper secondary teachers in Sweden is 40 years, which means that a fairly large proportion of teachers are aged between 55 and 65.“
Cedefop (Hrsg.), Vocational education and training in Sweden (2023), S. 73.

„High levels of support help to keep students in initial teacher training and novice teachers in the profession. Early career support is widespread across the EU. […] A supportive growth environment proofs to be effective by fostering a collaborative working culture, expanding induction, support, and mentoring programs, ensuring continuing professional development, and developing strong school leadership.“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 16.

„Continuing professional development and professional support are increasingly acknowledged as not just tools to improve the performance of teachers and students. They are a way of improving teachers’ job satisfaction, with the potential to reduce their workload and improve teacher retention rates.“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 18.

„European countries are facing increasing challenges to recruit qualified teachers in sufficient numbers. The lack of qualified teachers can impact students’ learning and hinder the goal to provide quality education for all. […] Challenging work environments, stress, uncompetitive wages and lack of recognition can affect motivation to enter and stay in the profession.“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. The teaching profession (2023), S. 4.

„Teachers' job satisfaction is important for teachers' well-being, turnover rates, and retention. In particular, teachers' job satisfaction is related to the quality of teaching and finally to students' learning.“
Dr. Tim Fütterer u. a., I can't get no (job) satisfaction? Differences in teachers' job satisfaction from a career pathways perspective. In: Teaching and Teacher Education 121 (2023), S. 1.

„An important factor of teachers' job satisfaction is teachers' preparedness. The curricular preparedness for professional demands and challenges through initial education (IE) and in-service professional development (PD) programs differs between persons who did and did not originally plan to pursue a teacher career path. […] As many countries currently suffer from teacher shortages many educational policy stakeholders try to increase the size of their teaching force by employing persons who did not participate in a standard teacher training programs (i.e., second career teachers) leading to an increased proportion of teachers, who did not originally plan to pursue this career path.“
Dr. Tim Fütterer u. a., I can't get no (job) satisfaction? Differences in teachers' job satisfaction from a career pathways perspective. In: Teaching and Teacher Education 121 (2023), S. 1f.

„A larger proportion of those entering teaching by an alternative career pathway are leaving public school teaching (42 % compared to 16 % of originally trained as teachers), citing unsatisfactory working conditions among the main reasons for their decision.“
Dr. Tim Fütterer u. a., I can't get no (job) satisfaction? Differences in teachers' job satisfaction from a career pathways perspective. In: Teaching and Teacher Education 121 (2023), S. 3.

„In 2022, 33 % of students in Austria were in schools whose principal reported that the school’s capacity to provide instruction is hindered by a lack of teaching staff (and 18 %, by inadequate or poorly qualified teaching staff). In 2018, the corresponding proportions were 12% and 9%.“
OECD (Hrsg.), PISA 2022, Country Note Austria (2023), S. 8.

„Across education systems, PISA 2022 results show that high-performing education systems were populated with high-quality teaching and non-teaching staff in sufficient numbers. Systems where more teachers were fully certified by an appropriate authority tended to score higher in mathematics, even after accounting for per capita GDP, across OECD countries.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 170.

„In more than half of all education systems with available data, and on average across OECD countries, more students in 2022 than in 2018 attended schools whose principals reported that instruction is hindered because of a shortage of education staff. […] Some education systems suffer more from a lack of teaching staff while others suffer more from a lack of assisting staff, according to school principals.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 171.
Österreich gehört zu den Staaten, in denen der größte Mangel an „assisting staff“ zu verzeichnen ist. (Quelle: OECD, PISA-2022-Datenbank, Table II.B1.5.4.)

„The literature clearly shows that effective teachers are the foundation on which successful education systems are built and that assisting staff play an essential role in supporting students, parents and teachers.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 200.

„Low pay (29 %), feeling undervalued (27 %) and lack of advancement in their job (23 %) were the top three reasons why people have switched to a new job in the last five years.“
OECD (Hrsg.), Retaining Talent at All Ages (2023), S. 28.

„Evidence shows that dissatisfaction with pay, job security, and flexibility are important factors in causing people to quit their job.“
OECD (Hrsg.), Retaining Talent at All Ages (2023), S. 37.

„The level of pay is an important aspect of job quality and plays a key role in determining job quits. New OECD evidence shows that workers are less likely to quit in firms with more generous wage-setting practices.“
OECD (Hrsg.), Retaining Talent at All Ages (2023), S. 37.

„The status of the teaching profession in a country has a profound impact on who aspires to enter the profession. Teaching is a highly selective occupation in Finland, with highly skilled, well-educated teachers spread throughout the country. Few occupations in the country have a higher reputation.“
OECD (Hrsg.), Teaching for the Future - Global Engagement, Sustainability and Digital Skills (2023), S. 17.

„Singapore is notable for its sophisticated approach to improving the quality of the pool from which it selects candidates for teacher education. The government carefully selects its teacher candidates and offers them a monthly stipend, during initial teacher education, that is competitive with the monthly salary for fresh graduates in other fields. In exchange, these teachers-in-training must commit to teaching for at least three years.“
OECD (Hrsg.), Teaching for the Future - Global Engagement, Sustainability and Digital Skills (2023), S. 17.

„Singapore […] keeps a close watch on starting salaries and adjusts the salaries for new teachers. In effect, the country wants its most qualified candidates to regard teaching as just as financially attractive as other professions.“
OECD (Hrsg.), Teaching for the Future - Global Engagement, Sustainability and Digital Skills (2023), S. 17f.

„Improving teacher working conditions is key to enhancing the supply of quality teachers, this includes involving them in decision-making and providing a collaborative school culture characterized by mutual support.“
UNESCO (Hrsg.), Global report on teachers. Addressing teacher shortages (2023), S. 2.

„Novice teachers are more likely to leave the teaching profession, and teachers about to retire also put pressure on educational systems and increase shortages. […] While the loss of novice teachers strains education systems and results in high recruitment and training costs, teachers retiring also adds pressure.“
UNESCO (Hrsg.), Global report on teachers. Addressing teacher shortages (2023), S. 17.

„The departure of teachers from the profession and those who move between schools, leading to subsequent teacher shortages, depend heavily on the material and symbolic conditions of teaching, ranging from the status of their employment, contracts and remuneration to the trust, appreciation, sense of fulfilment, and the autonomy they are granted.“
UNESCO (Hrsg.), Global report on teachers. Addressing teacher shortages (2023), S. 17.

„Teacher shortages in certain subjects often lead teachers to teach out-of-field. Due to external labour opportunities, some subjects are more prone to shortages than others. For science, technology, engineering, and mathematics (STEM) graduates, for example, there are numerous non-teaching opportunities with favourable pay and conditions.“
UNESCO (Hrsg.), Global report on teachers. Addressing teacher shortages (2023), S. 17.

„The underrepresentation of males in the teaching profession diminishes the chances of aspiring male students viewing teaching as a viable career option, limiting the potential to challenge stereotypes related to gender roles.“
UNESCO (Hrsg.), Global report on teachers. Addressing teacher shortages (2023), S. 20.

„Initial teacher training with an adequate in-school experience, followed by induction and mentoring in the novice years, are key elements retaining teachers. […] Teachers highly appreciate collaboration and obtaining formative feedback from their peers, and novice teachers benefit greatly from mentoring and induction programmes.“
UNESCO (Hrsg.), Global report on teachers. Addressing teacher shortages (2023), S. 23.

„Accountability systems and assessments may be a double-edged sword, affecting the attractiveness of the profession and the well-being of teachers. While some countries have supportive and non-punitive systems, others employ strict accountability measures that have been reported to negatively affect teacher recruitment and retention. PISA 2015 data from 50 countries showed a negative correlation between test-based accountability and highly skilled students’ willingness to become teachers.“
UNESCO (Hrsg.), Global report on teachers. Addressing teacher shortages (2023), S. 27.

„We recommend implementing longer induction and mentoring programmes, of at least two years. Induction programmes for new teachers lead to higher teacher retention rates, faster professional development, and enhanced student learning outcomes. The most successful mentorship programmes are those that offer same-subject mentors, regular collaboration and external networking. In addition, providing mentor training and allowing partial release from regular duties can improve the teaching practice of new teachers through the provision of personalised coaching and support.“
Univ.-Prof. Dr. Kristof de Witte u.a., Evidence-based Solutions to Teacher Shortages (2023), S. 9.

„In various Member States, including Bulgaria, Belgium and Poland, a considerable number of teacher graduates end up pursuing alternative professions. Moreover, in some countries (e.g. Slovakia, Latvia), schools struggle to retain young teachers, due to low salaries or limited opportunities for career advancement, while in other countries (e.g. Belgium, Germany, Hungary, Netherlands, Poland) rates of teacher burnout and stress are high.“
Univ.-Prof. Dr. Kristof de Witte u.a., Evidence-based Solutions to Teacher Shortages (2023), S. 13.

„Workload is cited as one of the most important reasons why teachers leave the profession, or why potential teachers consider the profession to be challenging.“
Univ.-Prof. Dr. Kristof de Witte u.a., Evidence-based Solutions to Teacher Shortages (2023), S. 29.

„Reducing teachers’ workload by increasing the role of teaching assistants in education has many advantages. First, assistants can be drawn from a different pool of potential workers. These assistants might not be qualified to be teachers, but they could carry out some of teachers’ tasks at a similar level of quality. Teaching assistants can prepare classrooms (e.g. organising materials and supplies), supervise pupils during non-instructional periods, help to grade homework assignments and tests, help to prepare learning materials, provide tutoring in smaller groups, or supervise computer-assisted learning (CAL) sessions.“
Univ.-Prof. Dr. Kristof de Witte u.a., Evidence-based Solutions to Teacher Shortages (2023), S. 33.

„The authors found that the campaigns which stressed altruism and prestige as motivations had no effect on the likelihood of low-performing students applying for initial teacher education, and reduced the likelihood of high-performing students applying.“
Univ.-Prof. Dr. Kristof de Witte u.a., Evidence-based Solutions to Teacher Shortages (2023), S. 40.

„Induction, support and mentoring programmes provide both novice and experienced teachers with the resources, guidance and professional development opportunities they need to become effective educators and make a positive impact on their students’ learning and development. […] Mentors can provide assistance with classroom management, lesson planning, assessment and other aspects of teaching, as well as offering emotional support and advice as needed. Thanks to induction, support and mentoring, teachers feel supported and valued, such that they might be more likely to remain in their positions and continue to develop their skills and expertise over time.“
Univ.-Prof. Dr. Kristof de Witte u.a., Evidence-based Solutions to Teacher Shortages (2023), S. 54.

„Im EU-Vergleich ist der Anteil der Personen im Alter von 50 Jahren und älter an allen Lehrpersonen im Primar- und Sekundarbereich in Österreich mit 43,5 % gegenüber dem EU27-Durchschnitt mit 38,9 % sehr hoch.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2020/21. Schlüsselindikatoren und Analysen (2022), S. 80.

„Vergütung und Arbeitsbedingungen sind wichtige Faktoren, wenn es darum geht, kompetente und hoch qualifizierte Lehrkräfte und Schulleitungen anzuwerben, weiterzubilden und zu halten.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 417.

„Länder, die die Zahl der Lehrkräfte steigern möchten, insbesondere Länder mit einer älter werdenden Lehrerschaft oder einer wachsenden Bevölkerung im schulpflichtigen Alter, könnten erwägen, attraktivere Anfangsgehälter und Karriereaussichten anzubieten. Eine gut qualifizierte Lehrerschaft sicherzustellen, erfordert jedoch Anstrengungen nicht nur zur Anwerbung und Auswahl der kompetentesten und am besten qualifizierten Lehrkräfte, sondern auch zu deren Bindung.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 420.

„Die Bildungssysteme konkurrieren mit anderen Sektoren der Wirtschaft um hoch qualifizierte Absolventen, da sie sie als Lehrkräfte gewinnen wollen. Forschungsergebnisse zeigen, dass Gehälter und alternative Beschäftigungsmöglichkeiten, die diesen Absolventen offenstehen, wesentliche Faktoren der Attraktivität des Lehrerberufs sind.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 423.

„Eine angemessene Vergütung und der von der Gesellschaft dem Lehrerberuf beigemessene Wert können auch dabei helfen, angehende Lehrkräfte anzuziehen und zu halten.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 468.

„Das häufigste Kriterium für die Zulassung zur Lehrererstausbildung ist, unabhängig vom Bildungsbereich, in dem unterrichtet werden soll, der Notendurchschnitt der Schule(n) des Sekundarbereichs II oder der Prüfungen im Sekundarbereich II.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 472.

„The decision to become a teacher is influenced by financial rewards as well as expectations on what the work entails in terms of career opportunities or social status. Competitive salaries that are on par with the remuneration paid to adults with similar education levels working in comparable occupations, enhance the ability of school systems to attract and retain teachers.“
EU-Kommission (Hrsg.), Investing in our future: quality investment in education and training (2022), S. 19.

„Teachers’ working conditions (such as leadership opportunities) have been reported as 'highly predictive' of teachers’ stated intentions to remain in or leave their schools.“
EU-Kommission (Hrsg.), Investing in our future: quality investment in education and training (2022), S. 19.

„Competitive salaries that are at par with the remuneration paid to adults with similar education levels working in comparable occupations enhance the ability of school systems to attract and retain teachers.“
EU-Kommission (Hrsg.), Investing in our future: quality investment in education and training (2022), S. 36.

„Consistent evidence suggests that years of education and degree qualifications account for a negligible variation in teacher effectiveness. In contrast, selective processes to access initial teacher education or profession lead to higher quality teachers on average.“
EU-Kommission (Hrsg.), Investing in our future: quality investment in education and training (2022), S. 40.

„Inadequate working conditions decrease the attractiveness of the teaching profession, undermine the professional status and make it difficult and costly to recruit new teachers.“
EU-Kommission (Hrsg.), Investing in our future: quality investment in education and training (2022), S. 43.

„Increased recruitment is not likely to solve the turnover problem as many teachers are leaving schools because of poor leadership, their professional status, increased job expectations and the working environment being defined in social terms.“
EU-Kommission (Hrsg.), Investing in our future: quality investment in education and training (2022), S. 43.

„The employment conditions are increasingly precarious, especially for the young teachers. […] Among teachers below 35, one out of three is employed on a fixed term contract, and in some countries, more than two-thirds of young teachers have short-term contracts.“
EU-Kommission (Hrsg.), Investing in our future: quality investment in education and training (2022), S. 44.

„High teacher attrition rates are one of the main reasons for international teacher shortages. […] Overcoming the teacher shortage also requires high retention of new teachers. Research suggests, however, that teacher retention is lowest among beginning teachers.”
Univ.-Prof. Dr. Eric Richter u. a., Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching. In: Teaching and Teacher Education 114 (2022), S. 1.

„Successful job socialization helps teachers feel comfortable in their job and stay in their profession for a long time. Research has consistently shown that teacher retention and job satisfaction are related, and several studies have examined factors that influence retention and satisfaction simultaneously.“
Univ.-Prof. Dr. Eric Richter u. a., Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching. In: Teaching and Teacher Education 114 (2022), S. 2.

„In the teaching profession, collegial relationships with peers are an important factor, independent of a combination of other factors that influence the decision of beginning teachers to leave or stay. This is consistent with studies showing that robust social support and social networks may be important for reducing turnover among beginning teachers. Importantly, research suggests the importance of formal social supports, such as those provided through new teacher induction and mentoring programs.”
Univ.-Prof. Dr. Eric Richter u. a., Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching. In: Teaching and Teacher Education 114 (2022), S. 3.

„AC [Anm.: AC = alternatively certified] teachers enter the profession through alternative rather than traditional teacher training programs. […] AC teachers are key to overcoming teacher shortages, yet they are an at-risk group because they feel less prepared and have higher turnover rates than traditionally trained teachers.“
Univ.-Prof. Dr. Eric Richter u. a., Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching. In: Teaching and Teacher Education 114 (2022), S. 4.

„At EU level, one teacher out of five works on a temporary contract. This precarious employment condition is largely concentrated on young teachers. At EU level, among teachers below 35 years old, one out of three is employed on a fixed term contract, and in some countries, more than two-thirds of young teachers have short-term contracts.“
EU-Kommission (Hrsg.), Teachers in Europe (2021), S. 15.
In Österreich sind davon 25,3 % aller LehrerInnen und 70,2 % der unter-35-jährigen LehrerInnen betroffen.

„The impact of high shares of precarious contracts concentrated in the first years of the teaching career might play a role in the decision of novice teachers to remain or leave the profession, and influence the perception of teaching as an unattractive career choice altogether.“
EU-Kommission (Hrsg.), Teachers in Europe (2021), S. 15.

„Supporting teachers during the early stages of their career is crucial not only to enhance the quality of teaching but also to reduce exit from the profession.“
EU-Kommission (Hrsg.), Teachers in Europe (2021), S. 17.

„The latest Eurostat data indicates that, at EU level, almost 40 % of lower secondary teachers are 50 years old or above, and less than 20 % are below 35 years old.“
EU-Kommission (Hrsg.), Teachers in Europe (2021), S. 32.
Im EU28-Duchschnitt waren im Jahr 2018 38,0 % der LehrerInnen der Sekundarstufe I über 50 und 19,2 % unter 30, in Österreich 47,4 % über 50 und 21,4 % unter 35. (Quelle: ibidem, Figure 1.2.)

„At EU level, among teachers below 35 years old, one out of three is employed on a fixed-term contract, and in some countries, more than two thirds of young teachers have short-term contracts. The high share of precarious employment contracts among young teachers seems to go beyond the needed flexibility of education systems to adapt to changing scenarios, like demographic changes or the need for temporary replacements.”
EU-Kommission (Hrsg.), Teachers in Europe (2021), S. 59.

„At the beginning of the teaching career, a reduced workload in general and teaching load in particular may help for a smooth transition into professional life. Novice teachers, who benefit from reduced teaching time, could fully participate in induction activities, use this time for lesson preparation and establish their professional network.“
EU-Kommission (Hrsg.), Teachers in Europe (2021), S. 79.

„Remuneration is a key element in making teaching a more attractive profession. Along with other factors such as working conditions, career prospects, professional development opportunities and recognition, remuneration plays an important role in drawing people into the profession and in ensuring that serving teachers feel valued and sufficiently motivated to provide high-quality teaching.“
EU-Kommission (Hrsg.), Teachers' and schoolheads' salaries and allowances in Europe – 2020/2021 (2022), S. 7.

„Significant career-long pay rises may contribute to teacher retention. Conversely, small increases requiring a significant length of service can have a detrimental effect on attracting and retaining teachers.“
EU-Kommission (Hrsg.), Teachers' and schoolheads' salaries and allowances in Europe – 2020/2021 (2022), S. 14.

„In many education systems, schools with a large portion of socio-economically disadvantaged students are precisely those that find it difficult to attract experienced teachers, who are often more effective than their junior colleagues.“
OECD (Hrsg.), Mending the Education Divide (2022), S. 113.

„There is significant depth of empirical evidence about the intrinsic, extrinsic and altruistic motivations of preservice teachers across international jurisdictions. Intrinsic motivators are internal factors such as self-efficacy and interest in teaching, extrinsic motivators are external factors such as remuneration and holidays, and altruistic motivators are factors related to making a contribution to young people, society and social justice.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 5.

„Data from some countries indicates that some well-qualified candidates may be being dissuaded from entering teaching. For example, in Berlin completion rates in five-year Masters’ level teacher preparation are high, but nearly half of the graduates do not progress into employment reporting 'high stress levels and workload' in teaching as their reasons.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 6f.

„High performing systems with minimal teacher supply issues, including Singapore and Finland, have high entry standards linked to the attractiveness of teaching to high achieving candidates.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 7.

„Evidence from across international jurisdictions shows that high achieving students express greater interest in teaching in contexts where teaching is perceived as a high-status profession. High performing systems with higher levels of initial and ongoing teacher education have fewer issues with teacher recruitment. In these systems, greater interest in teaching as a career from high achieving students is generated by the perceptions of the status and intellectual challenge of teaching and this translates to more competition that, in turn, raises entry standards.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 9.

„In a recent survey conducted into the perceptions of teaching held by the public in Australia, just 41 % of respondents indicated that they would encourage family members to pursue teaching as a career. The reasons given for not recommending teaching included concerns about teacher wellbeing, administrative workload and salary, and the overall status of the profession.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 10.

„Studies focussing on incentives that might attract potential candidates to schools consistently find that securing permanent employment is a strong motivator for potential candidates. […] Secure employment is important socially and economically as other life milestones are dependent upon being able to make plans based on secure income.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 12.

„Analysis of 15-year-olds career expectations across OECD countries shows that teachers’ salaries are influential in young people’s intentions.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 13.

„Internationally, higher performing systems have strategies in place that provide career pathways for high-performing experienced teachers that combine reduced teaching loads with mentoring responsibilities for early career teachers. These programs are shown to be twice effective; first, they provide pedagogical career pathways to keep quality teachers in teaching, and second, they provide support for early career teachers while also building awareness of potential career pathways.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 13.

„Analysis of teaching workforce data and perceptions of candidates across international studies demonstrates that increases in teachers’ pay is related to interest in entering teaching.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 19.

„Stress and job satisfaction play key roles in determining teacher attrition, with some differences between TALIS countries and economies. Stress reduction is a task that needs to be taken seriously by policy makers and school leaders.“
OECD (Hrsg.), Teaching in Focus 42 (Dezember 2021), S. 3.

„TALIS 2018 data prior to the pandemic show that the greater the stress teaching professionals feel, the greater the likelihood they will leave the profession. But they also indicate that stress-related attrition can be mitigated by increasing job satisfaction.“
OECD (Hrsg.), Teaching in Focus 42 (Dezember 2021), S. 5.

„Mehr als je zuvor muss dem Wohlergehen von Lehrkräften, Ausbildenden und pädagogischem Personal im Bereich der allgemeinen und beruflichen Bildung Aufmerksamkeit geschenkt werden, das ein wichtiger Faktor für die Qualität der allgemeinen und beruflichen Bildung ist, da es nicht nur die Zufriedenheit des Lehrkörpers, sondern auch die Qualität des Unterrichts beeinflusst. Darüber hinaus muss die Attraktivität des Lehrberufs erhöht und der Beruf als solcher aufgewertet werden; dies wird immer wichtiger, da EU-Länder sich mit einem Mangel an Lehrkräften und einer Alterung des Lehrkörpers konfrontiert sehen.“
Entschließung des Rates zu einem strategischen Rahmen für die europäische Zusammenarbeit auf dem Gebiet der allgemeinen und beruflichen Bildung mit Blick auf den europäischen Bildungsraum und darüber hinaus (2021-2030). In: Amtsblatt der Europäischen Union vom 26. Februar 2021, S. 6.

„Über 52.000 Studienanfängerinnen und -anfänger beginnen im Wintersemester 2020 an einer österreichischen Hochschule ihr Erstabschlussstudium, 6 % mehr als im Jahr zuvor. Davon starten 58 % der Studierenden ihr Studium an einer öffentlichen Universität, knapp 30 % an einer Fachhochschule, 8 % an einer Pädagogischen Hochschule und 5 % an einer Privatuniversität.“
BM Univ.-Prof. Dr. Heinz Faßmann. In: BMBWF (Hrsg.), Statistisches Taschenbuch – Hochschulen und Forschung 2021 (2021), S. 3.

„PISA-Daten deuten darauf hin, wie wichtig hochwertiger Unterricht für die Verbesserung der Lernerfolge der Schüler ist. Eine Möglichkeit, das Schulwesen dabei zu unterstützen, die besten Kandidaten als Lehrkräfte zu gewinnen, besteht darin, höhere Gehälter anzubieten. Will man gute Lehrkräfte gewinnen und die kompetenten halten, geht es jedoch nicht nur um die Erhöhung der Gehälter. Dazu gehören auch die Qualität der Aus- und Weiterbildung vor und während der Berufsausübung und das Ansehen von Lehrkräften in der Gesellschaft.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 387.

„Die Bildungssysteme konkurrieren mit anderen Sektoren der Wirtschaft um hoch qualifizierte Absolventen, da sie sie als Lehrkräfte gewinnen wollen. Forschungsergebnisse zeigen, dass Gehälter und alternative Beschäftigungsmöglichkeiten wesentliche Faktoren der Attraktivität des Lehrerberufs sind. Die Gehälter von Lehrkräften in Relation zu denen von Beschäftigten in Berufen mit ähnlichen Ausbildungsanforderungen und die zu erwartenden Einkommenssteigerungen können einen großen Einfluss darauf haben, ob sich Absolventen dafür entscheiden, den Lehrerberuf auch wirklich aufzunehmen bzw. ihn langfristig auszuüben.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 436.

„Es gibt überzeugende Belege, dass die Qualität der Lehrkräfte der wichtigste bestimmende Faktor innerhalb der Schule für die Leistungen der Schüler ist, daher müssen konzertierte Anstrengungen unternommen werden, um die Fähigsten für den Lehrerberuf zu gewinnen und eine qualitativ hochwertige Ausbildung zu bieten.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 482.

„Der Anteil älterer Lehrkräfte (ab 50 Jahren) nimmt mit steigendem Bildungsbereich zu: im Durchschnitt der OECD-Länder von 33 % im Primarbereich über 36 % im Sekundarbereich I bis zu 40 % im Sekundarbereich II.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 482.
In Österreich ist der Anteil älterer Lehrkräfte überdurchschnittlich hoch: 36 % im Primarbereich, 46 % im Sekundarbereich I und 48 % im Sekundarbereich II. (Quelle: ibidem, Tab. D5.3.)

„Many OECD countries share considerable challenges brought about by widespread teacher shortages, high turnover and attrition, as well as low attractiveness of the teaching profession. Among the diverse factors contributing to driving teacher shortages, a critical one is the high attrition in early years of teaching. For example, in England, United Kingdom, 50 % of novice teachers leave the profession within the first five years.“
Ottavia Brussino, Building capacity for inclusive teaching (2021), S. 3.

„In the context of high teacher shortages, turnover and low attractiveness of the teaching profession across many countries, there is a strong need to better understand teacher well-being and how it can influence both teaching and learning. […] When not adequately supported, the teaching profession can be highly stressful and demanding, which could accentuate high rates of teacher turnover and teacher shortages.“
Ottavia Brussino, Building capacity for inclusive teaching (2021), S. 19.

„To mitigate high attrition, turnover and teacher shortages, it is critical that novice teachers receive adequate support to transition from teacher education to their first years in the profession. […] Reducing novice teachers' workload can help them to dedicate more time to induction and mentoring activities. Time gained from a reduced workload may also allow novice teachers to better prepare classroom activities and review their students' work, as a way of improving their teaching skills.“
Ottavia Brussino, Building capacity for inclusive teaching (2021), S. 37.

„Supporting novice teachers effectively from the start can greatly contribute to improving working conditions and retaining high-quality and diverse teachers in the profession. Across countries, induction and mentoring programmes aimed at providing collaborative support between novice teachers and more experienced teachers are increasingly widespread practices.“
Ottavia Brussino, Building capacity for inclusive teaching (2021), S. 102.

„Supporting teachers during the early stages of their career is crucial not only to enhance the quality of teaching but also to reduce exit from the profession.“
EU-Kommission (Hrsg.), Teachers in Europe. Careers, Development and Well-being (2021), S. 17.

„Working conditions for teachers are not always competitive on the job market. Evidence from the 'Education and Training Monitor', for example, suggests that teachers often earn less than other tertiary-educated employees and this may influence the recruitment and retention of teachers.“
EU-Kommission (Hrsg.), Teachers in Europe. Careers, Development and Well-being (2021), S. 24.

„Higher relative teacher pay is systematically related across countries to higher teacher cognitive skills. These are in turn correlated with higher student performance across countries (even after controlling for a wide range of system characteristics and student demographic characteristics).“
Andy Green u. a., The Effects of System Type and System Characteristics on Skills Acquisition in Upper Secondary Education and Training (2021), S. 16.

„As the world turns to a lifelong learning model of skills development for the future of work, the education sector is likely to experience strong growth and labour demand for educators.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 9.

„Shortages of educators have led to a proliferation of contract teachers or voluntary teaching jobs with variable qualifications and little job security.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 11.

„OECD countries are […] failing to attract young professionals into the teaching profession, with significantly smaller proportions of teachers below 30 years of age. […] While paraprofessionals and contract teachers are increasingly deployed to fill the gap, improving their skills is deprioritized relative to those of full-time teachers.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 27.

„Reasons for high turnovers among teachers are attributed to lack of leadership, a negative working climate, increased job expectations (such as assessments, student behaviour, administrative tasks, social and emotional needs of students). Bullying and harassment may also be a contributing factor.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 31.

„Although teachers are perceived to have high social relevance, the profession remains unattractive. Only 4 per cent of 15-year olds surveyed by the OECD envisioned becoming a teacher. In many countries, teaching is seen as a low-status career of 'last resort' and lacks the status of professions such as law or medicine, largely due to low pay, slow pay progression and few opportunities for promotion.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 32.

„Teacher autonomy is […] an important element of status and teacher motivation. One study in England found that 'teacher autonomy is strongly correlated with job satisfaction, perceptions of workload manageability and intention to stay in the profession'.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 33.

„Workload has been highlighted as one of the major reasons for high teacher turnover within the first year of being in the classroom.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 35.

„The TALIS 2018 results indicate that more than 90 % of teachers in the OECD became teachers because teaching allowed them to influence the development of children and young people.“
OECD, Positive, High‑achieving Students (2021), S. 89.

„Key priorities for the renewal of teaching workforce lie in how to attract and select high-calibre candidates who have the necessary skills to be successful teachers. But it is equally important to retain and motivate existing teachers as they advance, grow and increase their knowledge and mastery within the system.“
OECD (Hrsg.), Teachers Getting the Best out of Their Students (2021), S. 52.

„Induction activities are a key learning opportunity for teachers during their practice. One of the most important advantages of induction activities for beginning teachers based on evidence from the United States is early career retention, especially activities that allow teachers to collaborate with their colleagues and include a mentor in their induction.“
OECD (Hrsg.), Teachers Getting the Best out of Their Students (2021), S. 135.

„Research indicates that there is a greater risk of novice teachers leaving the profession in their early years and induction could potentially minimise these risks given the positive association with teacher retention.“
OECD (Hrsg.), Teachers Getting the Best out of Their Students (2021), S. 135.

„Education systems today have high expectations of their teachers in terms of pedagogical knowledge and expertise. […] Such high expectations need to be rewarded with an adequate status, autonomy, salary and societal value to keep teaching an attractive job as many systems are challenged with teacher shortage and high attrition. Teachers also need a stronger acknowledgement as experts of teaching and learning.“
OECD (Hrsg.), Teaching as a Knowledge Profession (2021), S. 148.

„Some societies value and respect their teachers and they recruit teachers from the most-qualified graduates. In contrast, other societies see teaching as an underpaid and unattractive occupation.“
Dr. Lixia Qin, Country effects on teacher turnover intention. In: Educational Research for Policy and Practice, 20, 1 (2021).

„The literature across countries has documented that young or beginning teachers were more likely to leave teaching positions. […] Math and science teachers have higher exit rates than other teachers because they usually have more alternative opportunities outside of teaching profession.“
Dr. Lixia Qin, Country effects on teacher turnover intention. In: Educational Research for Policy and Practice, 20, 1 (2021).

„Student discipline is one of the most-cited working condition reasons for teachers’ decisions to quit. Research has found a significant correlation between student misbehavior and teacher attrition. The issue is even more significant among beginning teachers, who say they experience more pressure regarding their relationship with students and their ability to manage student behavior.“
Dr. Lixia Qin, Country effects on teacher turnover intention. In: Educational Research for Policy and Practice, 20, 1 (2021).

„The social status of teachers in some East Asian countries, such as Japan and South Korea, are relatively high. In the societies where the teaching profession is highly valued, students seem to be more academically successful, and the teacher workforce is usually more stable and more likely to attract highly qualified graduates.“
Dr. Lixia Qin, Country effects on teacher turnover intention. In: Educational Research for Policy and Practice, 20, 1 (2021).

„Too many young people do not see teaching as an attractive career. […] Several characteristics of teaching are thought to deter people from entering, including low expected earnings relative to earning potential in other jobs (particularly in maths and science disciplines).“
Univ.-Prof. Dr. Greg Thompson, The Global Report on the Status of Teachers 2021 (2021), S. 6.

„Even when governments can attract teachers to the workforce, the issue of retention emerges. A significant number of new teachers leave the profession in the first five years.“
Univ.-Prof. Dr. Greg Thompson, The Global Report on the Status of Teachers 2021 (2021), S. 7.

„Teachers experiencing work-related stress are more likely to be considering leaving the teaching profession, while teachers who are more satisfied with their employment terms are less likely to be doing so. This finding is consistent with the intuitive view that, to some extent, improving teachers’ satisfaction with their working conditions can compensate for an increase in their work-related stress.“
OECD (Hrsg.), Teaching in Focus 36 (November 2020), S. 3.

„The wellbeing of teachers and trainers influences their job satisfaction and enthusiasm for their work, and has an impact on the attractiveness of their profession, and subsequently on their retention in the profession. It is an important factor in quality and performance, correlating with their own motivation and with the motivation and achievements of their learners.“
EU-Kommission (Hrsg.), Council conclusions on European teachers and trainers for the future. In: Official Journal of the European Union, C 193/16, Ziffer 24, 9. Juni 2020.

„Die Gehälter der Lehrkräfte wirken sich auch unmittelbar auf die Attraktivität des Lehrerberufs aus. Sie beeinflussen die Entscheidungen, eine Lehrerausbildung aufzunehmen, nach erzieltem Abschluss Lehrkraft zu werden, nach einer Unterbrechung in den Lehrerberuf zurückzukehren und gegebenenfalls den Lehrerberuf weiterhin auszuüben (im Allgemeinen sinkt mit steigendem Gehalt der Lehrkräfte ihre Neigung zu einem Berufswechsel).“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 476f.

„Ein großer Teil der Lehrkräfte im Sekundarbereich I bestätigt, dass für sie eine Hauptmotivation für ihre Berufswahl war, dem Gemeinwohl zu dienen. Tatsächlich erwähnen rund 90 % der Lehrkräfte in den OECD-Ländern ein Gefühl der persönlichen Erfüllung dank der Chance, die Entwicklung von Kindern mit zu prägen und etwas zur Gesellschaft beizutragen.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 542.

„Im EU-Vergleich ist der Anteil der Personen im Alter von 50 Jahren und älter an allen Lehrpersonen im Primar- und Sekundarbereich in Österreich mit 44,8 % gegenüber dem EU-Durchschnitt mit 36,0 % sehr hoch.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2018/19. Schlüsselindikatoren und Analysen (2020), S. 82.

„Although the majority of teachers in most OECD countries enter the profession after having completed a tertiary teacher education programme, some countries, including the United States, have seen a growth of 'alternative pathways' to teaching over the past decades. This includes alternative certification processes, which tend to involve short-term trainings lasting anywhere from a few weeks to a few months or employment-based residency training.“
Luka Boeskens, MSc, u. a., Policies to support teachers’ continuing professional learning (2020), S. 12.

„Sufficient, effective and sustainable investment in teachers and trainers is investment in the quality of education and training. This encompasses various aspects, such as investment in opportunities for education and training of teachers and trainers, adequate infrastructure and learning spaces, tools and resources, as well as salaries.“
EU-Kommission (Hrsg.), Council conclusions on European teachers and trainers for the future, C 193/04 (2020).

„According to the TALIS survey, only 18% of teachers think that the teaching profession is valued by society. Therefore, strengthening the teaching profession has been an important priority of governments in recent years. Several countries have been raising teacher salaries (Bulgaria, Czechia, Estonia, Croatia, Hungary, Lithuania and Slovakia) and increased budgets (Finland, Denmark) to address teacher shortages.“
EU-Kommission (Hrsg.), Education and Training Monitor 2020 (2020), S. 13.

„The complexity and variety of competences required poses a challenge for all national education systems: how to attract the best qualified graduates into the teaching profession and then retain them. Remuneration is a key element in making teaching a more attractive profession.“
EU-Kommission (Hrsg.), Teachers' and School Heads' Salaries and Allowances in Europe 2018/19 (2020), S. 11

„Given that job satisfaction is directly associated with occupational well-being, motivation and staying in the profession, it is critical to provide the teachers with support in addressing the diversity they come across in the classrooms in a more sustained manner.“
Univ.-Prof. Dr. Kajsa Yang Hansen u. a., Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries – Insights from TALIS 2013 and 2018. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 119.

„Research has indicated that novice teachers in their first three years are more likely to leave the teaching profession, as they often encounter challenges in the classroom and have limited professional experience to address those challenges. Therefore, induction and mentoring opportunities are essential strategies for supporting new teachers to help them overcome difficulties in the transition period and preventing early dropouts from the teaching force.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 50.

„The value placed on education is likely to influence the decisions students make about what they want to study later on, and it will influence whether or not the most capable students consider a career in teaching. The value placed on education is also likely to have an effect on whether the public respects the opinion of professional educators, or whether it fails to take them seriously.“
OECD (Hrsg.), TALIS 2018. Insights and Interpretations (2020), S. 3.

„Teaching is among the most highly selective occupations in Finland, with highly skilled, well-educated teachers spread throughout the country. Few occupations in the country have a higher reputation.“
OECD (Hrsg.), TALIS 2018. Insights and Interpretations (2020), S. 10.

„14 % of teachers aged 50 years or less express a desire to leave teaching within the next five years, i.e. well before they reach retirement age.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 13.

„On average across the OECD, teachers are about 44 years old, and 34 % of them are over age 50.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 32.
In Österreich sind es 44 %. (Quelle: OECD (Hrsg.), TALIS 2018 Results. Volume I (2019), Table I.3.1.)

„Teacher shortage is one of the most pressing problems faced by current education systems. Although there are many reasons for teacher shortages, one of the most salient factors is attrition in the early years of teaching. For example, in Australia, 30 % to 50 % of all teachers leave the profession in the first five years. This is also the case for 32 % of teachers in England.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 39.

„On average across the OECD, 14 % of teachers under age 50 wish to leave teaching within the next five years (i.e. before retirement age). If one considers the number of teachers that would need to be replaced if these intentions to leave were actually realised, this is a sizeable proportion of teachers at risk of attrition and a real challenge for education systems and schools.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 54.
In Österreich sind es erst 4 %. (Quelle: OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), Table II.2.63.)

„7 % of teachers report that their job negatively impacts their mental health 'a lot', while 6 % report that it negatively impacts their physical health 'a lot', and 6 % of teachers consider that their work never leaves room for their personal life. […] Teachers who report experiencing a lot of stress in their work are more likely to report a wish to leave their work within the next five years, in almost all countries and economies participating in TALIS.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 58.

„A recent Programme for International Student Assessment (PISA) study showed that teaching is not among the top career aspirations of 15-year-olds and that those who express a preference for teaching are usually not the top achievers.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 83.

„Retaining teachers and principals is crucial to the success of an education system and its schools. Experienced teachers tend to be more effective than novice teachers.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 131.

„While all occupations experience some degree of turnover and career change, turnover in teaching is considered high particularly in the first few years compared to many other professions, such as lawyers, engineers, architects and professors.“
Univ.-Prof. Dr. Beng Huat See u. a., Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions (2020), S. 2.

„A growing awareness of the often challenging working conditions associated with teaching has led to the development of strategies to try and improve these, and in turn make teaching a more attractive profession. These include induction programmes, access to professional development, enhancing leadership skills in schools, flexible working.“
Univ.-Prof. Dr. Beng Huat See u. a., Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions (2020), S. 2.

„An increasingly important issue is teachers’ workload. Correlational studies indicate that teachers’ perceptions of workload are strong predictors of their decision to leave teaching.“
Univ.-Prof. Dr. Beng Huat See u. a., Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions (2020), S. 2.

„A recent survey of teachers and those who have left the profession found that 'workload' and 'improving work-life' balance were the most cited reasons for exiting teaching.“
Univ.-Prof. Dr. Beng Huat See u. a., Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions (2020), S. 2.

„In recent years, there has been growing policy interest in induction and mentoring strategies. These are designed to provide additional support and development for teachers, usually in the early years of their career, with a view to retaining them within the profession.“
Univ.-Prof. Dr. Beng Huat See u. a., Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions (2020), S. 4.

„Support in schools for teachers in the early stages of their careers and continuing professional development for established teachers appear to offer potential benefits for retention but are also arguably important in their own right.“
Univ.-Prof. Dr. Beng Huat See u. a., Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions (2020), S. 26.

„Research suggests that one important influence on teachers’ decisions about whether to leave teaching is the quality of working conditions in their school, such as the supportiveness of school leadership and discipline among pupils.“
Dr. Sam Sims u. a., TALIS 2018: teacher working conditions, turnover and attrition (2020), S. 5.

„Existing research points to two main determinants of teacher retention. The first is the nature of working conditions in teachers’ schools. Working conditions are strongly associated with retention, particularly for early-career teachers. Quantitative research using teacher survey data suggests that - among the various aspects of working conditions - the nature of school leadership has a particularly strong association with both job satisfaction and retention. Other aspects of working conditions which have been linked with retention include pupil behaviour, teacher collaboration and workload. The second important determinant of teacher attrition is pay. This has been demonstrated in studies using observational data in which pay varies over school districts as well as in quasi-experimental evaluations of policies that have increased pay for specific groups of teachers.“
Dr. Sam Sims u. a., TALIS 2018: teacher working conditions, turnover and attrition (2020), S. 9.

„Existing research suggests that early-career teachers are more sensitive to working conditions than more experienced teachers.“
Dr. Sam Sims u. a., TALIS 2018: teacher working conditions, turnover and attrition (2020), S. 23.

„In the United States, about 30 % of teachers leave the profession in the first five years after graduation, rising up to 50 % in high-poverty areas. Levels of attrition rates are quite similar in Australia with 30 to 50 % of all teachers leaving the profession within the first five years. In the United Kingdom, 2018 figures estimate that over 20 % of new teachers leave the profession within their first two years of teaching, and that 33 % leave within their first five years.“
Carine Viac u. a., Teachers’ well-being (2020), S. 9.

„The share of teachers who believe that teaching is a valued profession in their country is a good predictor of the attractiveness of the profession, as the Programme for International Student Assessment (PISA) results highlighted that the most successful education systems were those where society values teachers the most.“
Carine Viac u. a., Teachers’ well-being (2020), S. 11.

„The literature indicates that when salaries are higher, teachers are less likely to leave the teaching profession.“
Dr. Lucie Cerna u. a., „Strength through diversity’s Spotlight Report for Sweden“ (2019), S. 13

„Teaching conditions in the United States have deteriorated over the last decade and currently compare poorly with those of other nations. Unlike teachers in many Organization for Economic Co-operation and Development (OECD) countries whose salaries are, on average, comparable to those of other college graduates, U.S. teachers are, on average, paid 30 % less than other college graduates. […] U.S. teachers’ wages have declined relative to those of other college educated workers since the early 1990s, when they were at their most competitive – and when teacher attrition was much lower than it is today.“
Univ.-Prof. Dr. Linda Darling-Hammond u. a., Breaking the cycle of teacher shortages: What kind of policies can make a difference? In: Education Policy Analysis Archives Vol. 27 No. 34 (2019), S. 4.

USA: „Attrition from the profession currently accounts for about 90 % of the annual demand for teachers, and is about double the teacher leaving rates of countries like Canada, Finland, and Singapore. […] More than two-thirds of teachers leave for reasons other than retirement, most of them citing dissatisfaction with different aspects of teaching that are amenable to policy intervention, including accountability policies, lack of administrative support, and lack of opportunity for decision making input and collaboration.“
Univ.-Prof. Dr. Linda Darling-Hammond u. a., Breaking the cycle of teacher shortages: What kind of policies can make a difference? In: Education Policy Analysis Archives Vol. 27 No. 34 (2019), S. 7.

England: „Over 20 % of new teachers leave the profession within their first 2 years of teaching, and 33 % leave within their first 5 years.“
Department for Education (Hrsg.), Teacher Recruitment and Retention Strategy (2019), S. 10.

Finnland: „Training to become a teacher is among the most popular choices of Finnish university students. Many students apply for teacher training, and universities are able to select the most qualified among them in each cohort.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 294

Finnland: „An indicator of the popularity of teaching is that a mere 10 to 15 percent of teachers abandon their profession. The intrinsic satisfaction of Finnish teachers is a gift to taxpayers who receive great value for their money. To attract equally qualified and well-educated people in countries where the teaching profession is less popular would force the government to pay high salaries. Finland’s ability to create attractive working conditions that generate high satisfaction among teachers explains a good deal of their success story.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 295

„Nearly 40 % of principals in lower secondary schools in the EU declare that the shortage of teachers teaching students with special needs hinders the quality of instruction at their school.“
EU-Kommission (Hrsg.), Education and Training Monitor 2019 (2019), S. 10.

„Research shows that support and assistance for novice teachers has a positive influence on the commitment from and the retention of teachers, classroom teaching practices and student achievement.“
EU-Kommission (Hrsg.), Education and Training Monitor 2019 (2019), S. 21.

„Induction can be used to ease the transition from teacher education to professional life, by introducing new teachers to school practices, colleagues and fellow staff members, and the main challenges that they will face in their job. Induction can help retaining novice teachers and thus reducing the number of those leaving the profession after a few years (attrition rate).“
EU-Kommission (Hrsg.), Education and Training Monitor 2019 (2019), S. 27.

„Studies suggest that mentoring has a positive impact on teaching skills, and as mentors often have schoolspecific information that new teachers may lack, they can also help in teacher retention.“
EU-Kommission (Hrsg.), Education and Training Monitor 2019 (2019), S. 30.

„Salary levels are relevant in making a teaching career attractive to graduates of upper secondary education who might decide to take initial teacher education and skilled graduates that would otherwise look for jobs in other sectors; they can also play a role in retaining present teachers in the profession. About 64-66 % of teachers in the EU declare that a reliable income and a steady career path were important elements in taking their career choice – and in both cases the share slightly increased for younger teachers.“
EU-Kommission (Hrsg.), Education and Training Monitor 2019 (2019), S. 38.

„Strong evidence exists on the impact of teacher salaries on recruitment, retention and pupils’ outcomes. Higher salaries are associated with positive impacts on the recruitment and retention of better qualified teachers. Levels of teacher salaries are positively correlated with pupils’ academic performance. […] To attract and retain high-quality teachers, economists have pointed to the need to close the gap in earnings between teaching and other professions requiring a tertiary qualification.“
EU-Kommission (Hrsg.), Education and Training Monitor 2019 (2019), S. 40.

„The complexity and variety of competences required poses a challenge for all national education systems: how to attract the best qualified graduates into the teaching profession and then retain them. Remuneration is a key element in making teaching a more attractive profession.“
EU-Kommission (Hrsg.), Teachers‘ and School Heads‘ Salaries and Allowances in Europe, 2017/18 (2019), S. 11.

„Each state school teacher instructs roughly twice the number of pupils faced by teachers in private schools. It is sometimes also claimed that teachers’ skills are greater in the private than in the state sector.“
Univ.-Prof. Dr. Francis Green u. a., Engines of Privilege (2019), S. 100.

„Proportionately more private school teachers have obtained degrees from high-ranking universities and earned good grades; more also have a post-graduate qualification, and more are specialists in maths and sciences, typically the subjects where teachers are in short supply. Private school heads are also increasingly successful at attracting experienced teachers from state schools; this matters because teachers’ skills develop considerably over the first few years in the classroom.“
Univ.-Prof. Dr. Francis Green u. a., Engines of Privilege (2019), S. 100.

„Teachers leaving the profession during the first five years have reached a proportion of close to 40 % in many countries and jurisdictions including in Canada, Hong Kong, the United Kingdom and the United States.“
OECD (Hrsg.), „A Flying Start“ (2019), S. 51

„Policy responses to shortages include lowering qualification requirements, but also assigning teachers to teach in subject areas in which they are not fully qualified, increasing teaching hours or class sizes. Such quick solutions however have inevitable implications on the quality of teaching and learning.“
OECD (Hrsg.), „A Flying Start“ (2019), S. 52

„Studies that investigate graduates’ career choices have also demonstrated that the relative salaries and social status of graduate occupations do play a role in their choices, suggesting that higher teachers’ salaries and status might result in more graduates considering a teaching career.“
OECD (Hrsg.), „A Flying Start“ (2019), S. 53

„On average across OECD countries, 37 % of primary to secondary teachers were at least 50 years old in 2015, up from 31 % in 2005. At the same time, the teaching profession is increasingly unattractive to students. Teachers’ salaries are lower than those of other, similarly educated full-time workers.“
OECD (Hrsg.), „OECD Skills Outlook 2019“ (2019), S. 204

„44% of teachers in Austria are aged 50 and above (OECD average 34%). This means that Austria will have to renew about three of seven members of its teaching workforce over the next decade or so.“
OECD (Hrsg.), „Results from TALIS 2018. Country Note Austria“ (2019), S. 1

„In Australia, 30% to 50% of all teachers leave the profession in the first five years. In the United Kingdom, attrition rates are even higher, with 50% of teachers leaving the profession within five years after graduation.“
OECD (Hrsg.), „TALIS 2018 Results. Volume I“ (2019), S. 41
5, 16, 44

„The share of teachers reporting that the financial package and working conditions of the teaching profession were important motivations to them is higher in countries where teachers feel highly valued in society. These countries and economies also are among the top-performing systems in the OECD Programme for International Student Assessment (PISA).“
OECD (Hrsg.), „TALIS 2018 Results. Volume I“ (2019), S. 46

„34% of teachers are over age 50, on average across the OECD.“
OECD (Hrsg.), „TALIS 2018 Results. Volume I“ (2019), S. 47
In Österreich sind es 44 Prozent.

„Raising the status and prestige of the profession is an overarching goal to attract candidates and ensure the continuous renewal of the teaching profession as teachers retire, but also to retain current teachers in the profession.“
OECD (Hrsg.), „TALIS 2018 Results. Volume I“ (2019), S. 49

„There are concerns that school autonomy in recruitment may lead to greater disparities in staff qualifications and experiences among schools, with more advantaged schools being able to attract better candidates.“
OECD (Hrsg.), Working and Learning Together (2019), S. 27.

„Data from the OECD Programme for International Student Assessment (PISA) 2015 confirm that 15-year-old students in OECD countries with higher teacher salaries are more likely to expect entering a teaching career.“
OECD (Hrsg.), Working and Learning Together (2019), S. 22.

„Insufficient investments in professional staff or spending reforms driven by reductions in teachers’ salaries, initial education and professional learning may make a career in schools less attractive and motivating, thus crowding out the best and most qualified professionals.“
OECD (Hrsg.), Working and Learning Together (2019), S. 52.

„Comparatively low salaries are frequently regarded as one of the factors contributing to teacher shortages and a lack of qualified candidates. Across OECD countries, 15-year-old students in countries with higher teacher salaries are more likely to expect going into a teaching career and several countries in which teachers’ salaries were significantly lower than those of similarly educated workers have considered reducing this gap to attract more high-calibre candidates to the profession.“
OECD (Hrsg.), Working and Learning Together (2019), S. 135.

„Data from PISA 2015, for example, show that 15-year-old students’ expectations to become teachers were more gender-balanced in countries with higher teachers’ salaries. […] As labour market opportunities for women expand, school systems may struggle to continue attracting the most talented women to the teaching profession at current salary levels.“
OECD (Hrsg.), Working and Learning Together (2019), S. 135f.

„It is widely recognised that teachers’ remuneration should be competitive with that of similarly educated adults working in comparable occupations in order to attract and retain high-potential candidates.“
OECD (Hrsg.), Working and Learning Together (2019), S. 178.

„On average, only 27 percent of respondents believed that students respected teachers. Parents are more likely to encourage their children to become teachers in top-performing education systems like Shanghai, China and the Republic of Korea than in most European countries, where respondents also think that students have less respect for teachers.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 10.

„Top-performing countries, such as Singapore and Japan, pay their teachers well against professions such as engineering and law. They also select the top students from a given high-school cohort. This gives teaching professional prestige in these countries.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 11.

„Becoming a primary school teacher is highly competitive in Finland. Selection for primary school teacher education happens in two steps: first, candidates are selected based on scores in matriculation exam and out-of-school accomplishment records. Next, candidates take a written exam in pedagogy, their social and communication skills are observed in clinical settings similar to school situations, and top candidates are interviewed and asked to explain their motivation to become teachers. About 1 in every 12 applicants is accepted in teacher education programs to become a primary school teacher.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 21.

„In Singapore, the government recruits the top one-third of high school graduates to enter teacher education programs and does not require an entrance exam. In Korea, entrants into teacher education programs are among the top 10 percent of high school graduates.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 21.

„Countries with excellent education systems tend to have highly selective professions: a small fraction of those who desire to become teachers have the capacity to do so. At the University of Helsinki in Finland, only one out of every twelve students who applies to enter the teacher program is granted entrance (about 8 percent). In Singapore, only one of eight applicants to teacher education programs is admitted.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 26.

„Countries with higher teacher salaries (relative to GDP) and higher perceptions of the social value of the teaching profession have, on average, larger shares of students who expect to work as teachers.“

OECD (Hrsg.), „Teaching in Focus 22“ (Juni 2018), S. 2

„Just under 40,000 teachers quit the profession in 2016 – the latest figures available – representing about 9 % of the workforce, according to government figures. And not enough of them are being replaced – there is now a shortfall of 30,000 classroom teachers, particularly at secondary level, where 20 % of teacher training vacancies are unfilled.”

Guardian online am 13. Mai 2018

„In many countries around the world, high attrition rates are considered to be the most important factor contributing to the shortage of qualified science teachers.“

OECD (Hrsg.), „PISA in Focus 81“ (Februar 2018), S. 2

„Die Gehälter der Lehrkräfte wirken sich auch unmittelbar auf die Attraktivitat des Lehrerberufs aus. Sie beeinflussen die Entscheidungen, eine Lehrerausbildung aufzunehmen, nach erzieltem Abschluss Lehrkraft zu werden, nach einer Unterbrechung in den Lehrerberuf zurückzukehren und/oder den Lehrerberuf weiterhin auszuüben (im Allgemeinen sinkt mit steigendem Gehalt die Neigung zu einem Berufswechsel).“

OECD (Hrsg.), „Bildung auf einen Blick 2018, OECD-Indikatoren“ (2018), S. 464

„In Sweden, less than 10 percent of Swedish teachers believe that teaching is valued in their society, more than one in four teachers in Sweden have seriously considered changing professions, and one in five teachers has been subject to violence or threats in their workplace during the past year.“
Asia Society (Hrsg.), New Challenges and opportunities (2018), S. 29.

„The shortage of special education teachers combined with the greater inclusion of children with disabilities into mainstream classrooms has forced schools in many countries to employ teachers without the appropriate qualifications.“

North Cook, „Who Needs Special Education Professional Development?“ (2018), S. 9

„The complexity and variety of competences required poses a challenge for all national education systems: how to attract the most talented people into the teaching profession and retain them. […] Remuneration is a key element in making teaching an attractive profession. Along with other factors such as working conditions, career prospects, professional development opportunities and recognition, it plays an important role in drawing people into the profession as well as ensuring that serving teachers are satisfied and sufficiently motivated to continue to provide high quality teaching.“

EU-Kommission (Hrsg.), „Teachers’ and School Heads' Salaries and Allowances, 2016/17“ (2018), S. 11

„Although the role of teachers is becoming increasingly important as Europe rises to meet its educational, social and economic challenges, the teaching profession is becoming less attractive as a career choice. Higher expectations in terms of student outcomes and greater pressures due to a more diverse student population combined with rapid technological innovation are having a profound impact on the teaching profession.“

EU-Kommission (Hrsg.), „Teaching Careers in Europe“ (2018), S. 17

„The latest Eurostat data shows that 36 % of teachers in primary and secondary schools were 50 years old or more in 2015.“

EU-Kommission (Hrsg.), „Teaching Careers in Europe“ (2018), S. 30

In Österreich sind es sogar 45 %.

„Teachers in Finland and Japan perform best in both numeracy and literacy, while teachers in Chile and Turkey perform worst in both domains.“

Univ.-Prof. Dr. Eric Hanushek u. a., „The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance“ (2018), S. 9

„Teachers come from the upper part of the college skill distribution in some countries (e.g., Finland, Singapore, Ireland, and Chile) and from the lower part in others (e.g., Austria, Denmark, the Slovak Republic, and Poland).“

Univ.-Prof. Dr. Eric Hanushek u. a., „The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance“ (2018), S. 11

„Differences in teacher cognitive skills across countries are strongly associated with international differences in student performance.“

Univ.-Prof. Dr. Eric Hanushek u. a., „The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance“ (2018), S. 33

„A growing body of empirical research has shown that induction has positive effects on beginners’ classroom teaching practices, on their retention, and on their students’ academic achievement.“
Univ.-Prof. Dr. Richard Ingersoll u. a., „The Status of Teaching as a Profession. In: Ballantine u. a., Schools and Society: A Sociological Approach to Education (2018), S. 205.

„In the PISA 2015 survey, 45 per cent of head teachers in England reported that teacher shortages were the greatest barrier to improving outcomes, compared to around 30 per cent for the OECD. The situation in disadvantaged schools is more acute – since these schools generally face greater recruitment challenges and have higher levels of turnover than other schools.“

Dr. John Jerrim u. a., „Educational disadvantage: how does England compare?“ (2018), S. 8

„25 % of young teachers in the United States quit their jobs within the first three years, and almost 40 % quit within the first five years, triggering a demand for replacement teachers.“

Dr. Tarek Mostafa u. a., „Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey“ (2018), S. 8

„Teachers are likely to change schools for higher salaries or better working conditions; they might also leave the profession for better jobs. This is particularly common among science teachers who have alternative and possibly better job prospects outside the teaching profession (but this largely depends on the local economy).“

Dr. Tarek Mostafa u. a., „Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey“ (2018), S. 27

„The quality of teachers depends mainly on setting high standards for entering teacher-preparation programmes and for the quality of initial preparation, and on the attention given to the quality of teachers’ preparation in selection and recruitment processes.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 23

„In some high-performing countries and economies, such as Finland, Hong Kong (China), Korea, Macao (China) and Chinese Taipei [Anm.: „Chinese Taipei“ = Taiwan], candidates must pass a competitive examination to be admitted into pre-service teacher education.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 46

„All high-performing countries recognise that beginning teachers need intensive support to apply their knowledge to teaching, and to develop professional networks with more experienced mentors.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 48

„Teaching graduates in Singapore must successfully complete a probation period in which their competence for the job is evaluated. Singapore also specifically recruits candidates from the top third of the secondary school graduating class by offering them attractive conditions for study and work, such as a competitive monthly stipend during the training period.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 48

„Several top-performing countries, such as Finland, Korea and Singapore, build high-quality education workforces by recruiting the best high school graduates into teacher-education institutions and then channelling them into the teaching profession.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 136

„Results indicate that both teachers’ salaries and the social status of the teaching profession are positively associated with students’ expectations to work as teachers. […] In countries where teachers’ salaries are higher, both boys and girls were more likely to expect to work as teachers.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 142

„Teachers leaving the profession during the first five years seems to have reached an epidemic proportion in countries like Australia, the U.K., or the U.S., with rates up to more than 40 %. […] Several studies have shown that teacher turnover during early years is particularly prominent in qualified and committed teachers.“
Dr. Alejandro Paniagua u. a., „Early Career Teachers: Pioneers Triggering Innovation or Compliant Professionals?“ (2018), S. 20

„Selection to enter teacher education is based on an estimated need of the number of teachers and is a highly competitive process in Singapore. Candidates are recruited from the top third of secondary graduates, and less than a fifth of applicants are admitted.“
Nora Révai, MSc, „What difference do standards make to educating teachers?“ (2018), S. 43

„In some countries like, for example, United States, there is empirical evidence that highly qualified college graduates are less likely to choose teaching careers than low achieving graduates. This is worrying for educational authorities which need to find a way to attract and retain motivated high quality teachers. In this sense, as in any other occupation, employee quality can only be demanded and worker motivation elicited if working conditions, including salary and work loading are attractive.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 53

„Some of the best performing education systems clearly recruit their teachers from the top third of each graduate cohort. According to McKinsey in South Korea and Finland, which perform at the very top of the international assessment programs on pupil achievement, teachers are recruited from the top 5% and top 10% of graduates, respectively.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 63

„Status is not just a nice to have, but something which can be a direct contributor to improved pupil performance – via an increased likelihood of more effective teachers entering the profession and remaining in the profession. Whilst status is already high in some countries, it remains a mid ranked profession in many, and therefore presents a real and present challenge to governments as they seek to improve the capacity of their teaching profession.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 125

„The high reward for experience is a likely reason for the extremely low annual teacher attrition rates in high-performing economies in East Asia and Pacific – less than 3 percent on average, against 6 percent in most Western European countries and 8 percent in the United States.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 15

„Teachers in Top Performing Systems benefit from coherent systems of recruitment, development, and support that make their jobs easier and promote effective teaching. These systems begin by attracting top candidates into teaching, filtering for quality, and providing an excellent induction into the profession.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 139

„Educational systems perform best when they have teachers who are respected, prepared, selected on merit, and supported in their work. East Asia and Pacific systems provide many lessons for developing such high-performing systems. A foundational aspect is attracting high-quality candidates into the profession by offering not only competitive compensation but also an appealing professional environment founded on respect and support.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 159

„Zuwanderungsbedingt wird die Zahl der Kinder und Jugendlichen bis 19 Jahre steigen, wobei bis 2035 ein Anstieg um 8% von derzeit 1,71 Mio. auf 1,86 Mio. zu erwarten ist. Dazu tragen sowohl die zuwandernden unter 20-Jährigen als auch Geburten der Immigrantinnen bei. Ohne Zuwanderung nach Österreich würde die Zahl der Kinder und Jugendlichen bis 2035 um 7% auf 1,59 Mio. absinken.“

Statistik Austria, Pressemitteilung vom 23. November 2017

„Alleine im letzten Jahr haben in England mehr als 27.000 Lehrer, die seit 2011 ausgebildet wurden, den Job wieder aufgegeben. Fast ein Viertel der Lehrer hänge den Job innerhalb von fünf Jahren an den Nagel, berichtet der ‚Guardian‘. Von den 117.000 Lehrern, die in den Jahren 2011 bis 2015 ausgebildet wurden, haben 23 Prozent ihren Beruf bereits wieder aufgegeben.“

Der Standard online am 13. Juli 2017

Großbritannien: „The data shows that teachers with a maths degree tend to earn around £4,500 less per year than those maths graduates who choose an alternative profession. This indicates that maths graduates may be more inclined to choose an alternative career to seek higher pay rewards. […] It is apparent that maths graduates can earn more in occupations other than teaching. Therefore, there appears to be both evidence of and a rationale for a shortage of maths teachers.“

Migration Advisory Committee (Hrsg.), „Partial review of the Shortage Occupation List“ (2017), S. 115

Großbritannien: „The data show the median pay for a computer science graduate working in teaching is around £13,300 less than for alternative occupations.“

Migration Advisory Committee (Hrsg.), „Partial review of the Shortage Occupation List“ (2017), S. 117

Großbritannien: „Schools may find it increasingly difficult to attract computer science graduates into teaching given the demand for these graduates in occupations that can make them a better offer.“

Migration Advisory Committee (Hrsg.), „Partial review of the Shortage Occupation List“ (2017), S. 141

Großbritannien: „Half of the education profession (53 %) have considered leaving the education sector over the past two years as a result of health pressures and the biggest reasons given are volume of workload and seeking a better work–life balance.“

YouGov (Hrsg.), „Health Survey 2017. The mental health and wellbeing of education professionals in the UK“ (2017), S. 5

„The learning environment in Swedish classrooms is positive in terms of student-teacher relations, but it could be more conducive to learning. Teachers report low job satisfaction, and fewer teachers than in other OECD countries would choose their profession again.“

OECD (Hrsg.), „Education Policy Outlook. Sweden“ (2017), S. 4

„Only 5 % of Swedish teachers considered that the teaching profession is valued in society (compared to the TALIS average of 30.9 %), and only 53.4 % reported they would choose to work as teachers if they could decide again.“

OECD (Hrsg.), „Education Policy Outlook. Sweden“ (2017), S. 11

„Teacher attrition is a widely acknowledged challenge facing the teaching profession in the United States, and some studies estimate that as many as 40-50 % of new teachers depart in their first five years of teaching. Teacher longevity, or the amount of time a teacher remains in the teaching profession, is an important issue for school climate and school resource allocation. Teachers grow more effective the longer they teach and they typically require significantly more investment in training and development at the start of their careers.“
Shannon Ryan u. a., „Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent“. In: „Teaching and Teacher Education“ 66 (2017), S. 2

„Numerous factors contribute to the attractiveness of the teaching profession, including teacher salaries, working conditions, career progression possibilities and autonomy to influence one’s own work. In parallel, teachers’ perceptions of their profession, such as their job satisfaction, or whether they feel that the profession is valued in their society, reflect this attractiveness.“

Kristina Sonmark, MSc, u. a., „Understanding teachers' pedagogical knowledge“ (2017), S. 37

„In the United States, 25 % of new teachers leave the profession before completing three years of teaching, and the figure rises to almost 40 % when looking at those with under five years of experience.“

Kristina Sonmark, MSc, u. a., „Understanding teachers' pedagogical knowledge“ (2017), S. 98

„Large-scale studies in North Carolina, New York, and Texas found significant negative effects on student achievements for teachers who entered teaching through alternative routes, as compared to fully certified teachers with comparable experience.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 14

„In the United States, about one-third of beginning teachers leave the profession within 5 years, costing districts $7.3 billion a year.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 85

USA: „Attrition in the teacher workforce has risen sharply at both the beginning and the end of the career. The annual overall attrition rate among teacher rose by 41 % from 1988 to 2008, from 6.4 % to 9 %. The proportion of 1^st-year teachers who leave rose from 10 % to 13 % during that period. At least 30 % of teachers leave teaching within 5 years (rates are higher in low-income communities), and the profession is relying more and more on less-experienced teachers.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 7

„Becoming a primary school teacher in Finland is a very competitive process. […] Annually only about 1 in every 10 applicants will be accepted to study to become primary school teacher.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 32

Finnland: „When new teachers are employed in a school, they usually stay there for life. Very few primary school teachers leave their work during the first 5 years, and attrition is much less common than in other countries. An official estimate suggests that only 10 % to 15 % of teachers leave the profession during the course of their career.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 37

Schweden: „The profession, once highly regarded, has seen salaries fall far behind other jobs requiring a higher-education degree. The student demand for teaching programmes is so low that almost anyone applying will be accepted.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 139

„Singapore offers the top one-third of the secondary school graduating class a monthly stipend when they choose teacher education at university. The payment is comparable to the monthly starting salary for graduates in other fields, and in exchange they must commit to teaching for at least three years.“

OECD (Hrsg.), „Education Indicators in Focus 21“ (April 2014), S. 4

„Während früher der Median für die durchschnittliche Verweildauer im Lehrberuf, der in den USA ohnehin schon immer unter unserem lag, bei 15 bis 18 Jahren lag, liegt er inzwischen bei drei.“

Univ.-Prof. Dr. Stefan Hopmann, BundeslehrerInnentag 2014 der ÖPU Oberösterreich, Linz am 19. März 2014

„Attractive salaries, the potential for earning additional allowances and good working conditions constitute some of the main incentives for drawing people into the teaching profession and ensuring high levels of satisfaction and motivation among teachers and school heads.“

Eurydice (Hrsg.), „Teachers‘ and School Heads‘ Salaries and Allowances in Europe, 2013/14“ (2014), S. 6

USA: „The estimate of the percentage of new teachers leaving teaching after five years ranges from 40 percent to 50 percent, with the greatest exodus taking place in high-poverty, high-minority, urban, and rural public schools. [...] The annual attrition rate for first-year teachers has increased by more than 40 percent over the past two decades.“
Dr. Mariana Haynes, „On the path to equity: Improving the effectiveness of beginning teachers“ (2014), S. 3

„Among young Finns, teaching is consistently the most admired profession in regular opinion polls of high school graduates. Classroom teaching is considered an independent and creative, high-status profession that attracts some of the best secondary school graduates each year.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 174

„Young Finns see teaching as a career on a par with other professions where people work independently and rely on scientific knowledge and skills that they gained through university studies.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 174

„In Singapore, candidates are chosen from the top third of high school graduates. In Finland, selection is highly competitive, with only about 10 % of applicants gaining entrance to teacher education programmes.“

UNESCO (Hrsg.), „Teaching and learning – Achieving quality for all“ (2014), S. 234

„Teacher shortage appears to be related to poorer performance in most countries.“

OECD (Hrsg.), „Lessons from PISA 2012 for the United States“ (2013), S. 46

„Countries with the most effective education systems, such as Finland and Singapore, tend to have the most selective teacher recruitment policies. In these cases, the teaching profession is considered and treated as a cornerstone of society, acknowledging that teachers enable a country to maximise its future human capital. Only the most talented are encouraged to apply, and there are strict entry criteria based on competence and motivation. This approach is crucial to help boost the status of the profession. Boosting status also requires good pay, good working conditions, a high degree of professional autonomy and high qualification requirements – for all teachers.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 44

„Recent work in the U.S. suggests that the increasing salary gap between teaching and other professions, poor working conditions in schools, combined with the disappointments and hardships from teaching are influential in why new teachers leave the profession.“

Dr. Helen Watt u.a., „Motivations for choosing teaching as a career“. In: „Teaching and Teacher Education“ 28 (2012), S. 794

„In the countries with the most successful public education (South Korea, Singapore, Hong-Kong, Finland) teachers come from the upper tier of university graduates; in Finland they come from the uppermost 10 %.“

Balázs Hornyák, „Pillars of Talent Support in Finland“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 54

„The world’s top performing school systems – Singapore, Finland and South Korea – make a different choice. They recruit, develop and retain what this report will call ‚top third+‘ students as one of their central education strategies, and they’ve achieved extraordinary results.“

McKinsey (Hrsg.), „Closing the Talent Gap: Attracting and Retaining Top Third Graduates to a Career in Teaching“ (2010), S. 5