„In vielen Ländern herrscht ein Mangel an Lehrkräften. Wettbewerbsfähige Gehälter sind wichtig, um Lehrkräfte zu halten und mehr Personen für diesen Beruf zu gewinnen, aber andere Faktoren spielen ebenfalls eine Rolle. In vielen OECD-Ländern ist eine Laufbahn als Lehrkraft nicht finanziell attraktiv.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 27.

„In vielen Ländern steigen die durchschnittlichen tatsächlichen Gehälter von pädagogischen Fachkräften bzw. Lehrkräften tendenziell mit steigendem Bildungsbereich, was bedeutet, dass die Gehälter von pädagogischen Fachkräften im Bereich FBBE am wenigsten wettbewerbsfähig sind.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 190.

„In den meisten OECD-Ländern und subnationalen Einheiten steigen die Gehälter der Lehrkräfte und Schulleitungen, je höher der Bildungsbereich ist, in dem sie tätig sind.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 391.

„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.

„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.

„In the traditionally Confucian cultures, teachers have long had higher social status than most of their counterparts in the West. In some East Asian countries, teachers’ pay is fixed by law to make sure that teachers are among the highest paid of all civil servants.“
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.

„In den meisten OECD-Ländern und subnationalen Einheiten steigen die Gehälter von Lehrkräften und Schulleitungen, je höher der Bildungsbereich ist, in dem sie unterrichten.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 417.

„Die Gehälter der Lehrkräfte wirken sich […] unmittelbar auf die Attraktivität des Lehrerberufs aus. Sie beeinflussen die Entscheidungen, eine Lehrerausbildung aufzunehmen, nach erzieltem Abschluss Lehrkraft zu werden und den Lehrerberuf weiterhin auszuüben oder nicht. Im Allgemeinen sinkt mit steigendem Gehalt der Lehrkräfte ihre Neigung zu einem Berufswechsel.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 417.

„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.

„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.

„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.

„Evidence suggests that salaries have an impact on recruitment and retention of teachers and trainers, as well as on learning outcomes.“
EU-Kommission (Hrsg.), Investing in our future: quality investment in education and training (2022), S. 43.

„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 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.

„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.

„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.

„Während das durchschnittliche Einkommen von weiblichen Lehrkräften dem durchschnittlichen Erwerbseinkommen anderer vollzeitbeschäftigter Frauen mit einem Abschluss im Tertiärbereich entspricht oder darüber liegt, verdienen männliche Lehrkräfte im Primar- und Sekundarbereich nur 76 bis 85 % der durchschnittlichen Erwerbseinkommen von anderen vollzeitbeschäftigten Männern mit einem Abschluss im Tertiärbereich.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 29.

„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.

„In den meisten OECD-Ländern und subnationalen Einheiten steigen die Gehälter der Lehrkräfte und Schulleitungen, je höher der Bildungsbereich ist, in dem sie tätig sind.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 431.

„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.

„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.

„Among working conditions, remuneration has an important role to play in making any profession appealing. The Council conclusions on European teachers and trainers for the future, highlight that investment in quality education means investing in teachers and trainers and this includes adequate salaries.“
EU-Kommission (Hrsg.), Teachers in Europe (2021), S. 45.

„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.

„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.

„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.

„Die gesetzlichen bzw. vertraglich vereinbarten Gehälter der Lehrpersonen sind im OECD-Raum zwischen 2005 und 2013 real gesunken. Ab 2013 ist demgegenüber wieder eine Trendwende zu beobachten. Viele europäische Länder haben die Gehälter den Lebenshaltungskosten angepasst. Einige osteuropäische Länder (Bulgarien, Estland, Ungarn, Slowakei) haben die Gehälter der Lehrpersonen auch im Rahmen von Reformen angehoben, um den Beruf attraktiver zu machen.“
Martina Brägger, LCH Arbeitszeiterhebung 2019 (AZE’19) (2020), S. 23.

„25- bis 64-jährige Lehrkräfte allgemeinbildender Bildungsgänge im Sekundarbereich I erreichen im Durchschnitt der OECD-Länder 89 % der tatsächlichen Gehälter von anderen Beschäftigten mit einem Abschluss im Tertiärbereich.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 34.
In Österreich sind es hingegen nur 84 %. (Quelle: ibidem, Indicator D3.)

„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.

„In den meisten OECD-Ländern und subnationalen Einheiten steigen die Gehälter der Lehrkräfte und Schulleitungen, je höher der Bildungsbereich ist, in dem sie tätig sind.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 477.

„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.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 494.

„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, die Fähigsten für den Lehrerberuf zu gewinnen und eine qualitativ hochwertige Ausbildung zu bieten.
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 536.

„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.

„In some East Asian countries, teachers’ pay is fixed by law to make sure that teachers are among the highest paid of all civil servants.“
OECD (Hrsg.), TALIS 2018. Insights and Interpretations (2020), S. 10.

„Given that teacher pay tends not to compare favourably with the average salaries of similarly-educated workers, it is not surprising that only 39% of teachers report satisfaction with their salary.“
OECD (Hrsg.), TALIS 2018. Insights and Interpretations (2020), S. 10.

„On average across the OECD, 39 % of teachers and 47 % of principals 'agree' or 'strongly agree' that they are satisfied with their salary in 2018.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 131.

„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.

„Im Durchschnitt der OECD-Länder und subnationalen Einheiten liegen die Gehälter von Schulleitern im Primar- und Sekundarbereich mindestens 25 % über den Erwerbseinkommen von Beschäftigten mit einem Abschluss im Tertiärbereich.“
OECD (Hrsg.), „Bildung auf einen Blick 2019“ (2019), S. 455
In Österreich sind es (in der Sekundarstufe I) nur 15 %. (Quelle: ibidem, Abbildung D3.1.)

„Im Durchschnitt der OECD-Länder und subnationalen Einheiten sind im Primar- und Sekundarbereich die tatsächlichen Gehälter von Schulleitern mehr als 52 % höher als die von Lehrkräften.“
OECD (Hrsg.), Bildung auf einen Blick 2019 (2019), S. 455.

„In den meisten OECD-Ländern steigen die Gehälter der Lehrkräfte und der Schulleiter mit dem Bildungsbereich, in dem sie tätig sind.“
OECD (Hrsg.), Bildung auf einen Blick 2019 (2019), S. 457.

„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: „In many states, the wealthiest districts spend two to three times what the poorest districts can spend per pupil, differentials that translate into dramatically different salaries for educators, as well as different learning conditions for students.“
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. 5.

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

„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.

„In most Member States, primary (and especially pre-primary) teachers earn less than secondary level teachers. In secondary education, teacher statutory salary tends to be higher at uppersecondary level than at lower secondary level. However, teachers often earn significantly less than the average for tertiary-educated workers“
EU-Kommission (Hrsg.), Education and Training Monitor 2019 (2019), S. 39.

„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.

„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

„Finland’s success in compulsory schooling is partly because teachers are valued by society and enjoy good working conditions, relatively high salaries, smaller classes and fewer teaching hours than the OECD average. Another feature of Finnish schools is the well-developed system to detect pupils with special needs early and provide timely interventions.“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 12

„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

„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

„The most common priorities for policy intervention reported by teachers in participating countries and economies are: 1) reducing class sizes (reported by 65% of teachers); 2) improving teacher salaries (64%); 3) offering high-quality professional development for teachers (55%) and 4) reducing teachers’ administration load (55%).“
OECD (Hrsg.), „TALIS 2018 Results. Volume I“ (2019), S. 82

„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.

„In theory, performance-based compensation is meant to motivate teachers to improve their practice and raise students’ achievement by rewarding effective teaching. However, research from different contexts has shown the difficulty of measuring performance at the level of individual teachers and the potential perverse effects of doing so, such as narrowing the curriculum or reducing teachers’ efforts on tasks not explicitly rewarded by the programme.“
OECD (Hrsg.), Working and Learning Together (2019), S. 23.

„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.

„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.

„Meta-analyses of teacher merit pay programs across countries typically find no effect; when they find an effect, the size is small. […] Furthermore, merit pay programs might crowd out the type of behavior they are trying to reward by encouraging sub-optimal behavior. One meta-analysis found that 27 % of all merit pay programs that were rigorously evaluated reported sub-optimal effects such as cheating or teachers teaching to the test during program implementation. Furthermore, nearly 55 percent did not last beyond the evaluation period.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 14.

„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

„Im Durchschnitt der OECD-Länder und subnationalen Einheiten liegen die Gehälter von Schulleitern in allen Bildungsbereichen mindestens 20 Prozent über den Erwerbseinkommen von Beschäftigten mit einem Abschluss im Tertiärbereich.“

OECD (Hrsg.), „Bildung auf einen Blick 2018, OECD-Indikatoren“ (2018), S. 463

„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 den meisten Ländern mit verfügbaren Daten steigen die Gehälter der Lehrkräfte, je höher der Bildungsbereich ist, in dem sie unterrichten. In Belgien (flam. und frz.), den Niederlanden und Norwegen verdienen Lehrkräfte im Sekundarbereich II mit 15 Jahren Berufserfahrung und der häufigsten Qualifikation zwischen 25 und 30 Prozent mehr als Lehrkräfte im Elementarbereich (ISCED 02; Anm.: ISCED 02: Elementarbereich für mindestens dreijährige Kinder) mit gleicher Berufserfahrung, während es in Litauen und der Slowakei zwischen 37 und 42 Prozent mehr sind, in Finnland 50 Prozent und in Mexiko 92 Prozent.“

OECD (Hrsg.), „Bildung auf einen Blick 2018, OECD-Indikatoren“ (2018), S. 465

„Im Durchschnitt der OECD-Länder liegt das Gehalt je Unterrichtszeitstunde für eine Lehrkraft im Sekundarbereich II um rund 31 Prozent über dem einer Lehrkraft im Primarbereich.“

OECD (Hrsg.), „Bildung auf einen Blick 2018, OECD-Indikatoren“ (2018), S. 468

„The salary of Finnish teachers compared to other tertiary-educated workers is higher at all education levels except in pre-primary level than in other Nordic countries or the EU/OECD average. However, comparing Finnish teachers’ salaries after 15 years of experience using purchasing power parity shows them to be clearly lower than those in other Nordic countries and only around the EU/OECD average.“
EU-Kommission (Hrsg.), Education and Training Monitor 2018 (2018), S. 95f.

„In the majority of European countries, there is a clear statutory salary divide between education levels. Primary, and especially pre-primary, teachers earn less than secondary level teachers. Within secondary education, upper secondary education teachers tend to receive a higher statutory salary than in lower secondary education.“

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

„Higher relative teacher pay is systematically related to higher teacher skills. The clear conclusion is that countries that pay teachers more for their skills also tend to draw their teachers from higher parts of the college skill distribution.“

Univ.-Prof. Dr. Eric Hanushek u. a., „The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance“ (2018), S. 31

Europas PISA-Sieger Estland: „In secondary education, teachers’ salaries have undergone the largest increases among OECD countries with available data, with lower and upper secondary teachers’ salaries increasing by 51 % between 2011

and 2016.“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Estonia“ (2018), S. 3f

Spanien: „For teachers with 15 years of experience and typical qualifications, salaries in Spain were equivalent or higher than for full-time, full-year workers with tertiary education, and exceeded OECD and EU22 averages across levels of schooling in 2015.“

OECD (Hrsg.), „Education Outlook. Spain“ (2018), S. 14

Österreich Lehrergehälter liegen diesbezüglich deutlich unter dem OECD-Durchschnitt. (Quelle: OECD (Hrsg.), „Education at a Glance 2017“ (2017), Table D3.2b.)

„Higher salaries can help school systems attract more candidates to the teaching profession, and signal that teachers are regarded and treated as professionals.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 60

„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

„How teachers are paid, and what proportion of resources are allocated to reducing class sizes, providing better training for teachers and providing more ancillary staff or better facilities, is crucial.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 8

„Our new data suggests that there is a correlation between the status accorded to teachers through the GTSI 2018 (Anm.: Global Teacher Status Index 2018) and student outcomes in their country. In other words, high teacher status is not just a 'nice to have' – increasing teacher status can directly improve the pupil performance of a country’s students. Ministers should take teacher status seriously and make efforts to improve it.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 11

„Our new data reaffirms the relationship between teacher pay and PISA pupil performance. This substantive result, which we have reported before in 2013, is now recognised as robust and of considerable policy relevance. It suggests that there is a clear relationship between the relative quality of teachers a system recruits when the wages on offer to them is higher.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 14

„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

„There is good evidence that higher teacher pay is positively associated with higher average PISA scores.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 120

„An increase in teacher status in a country is a clear driver (along with higher pay) of increased pupil performance (as measured by pupil performance of 15 year olds on PISA tests.)“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 122

„High-performing East Asia and Pacific systems manage two essential financial inputs efficiently: spending on teachers and spending on school infrastructure. They allocate enough resources to attract and retain the best staff, with salaries and benefits that appropriately reward experienced teachers with proven classroom performance.“

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

„In Korea, teachers with more than 15 years of experience outearn their peers in many private sector jobs. In both Japan and Korea, teachers with more than 15 years of experience (and whose performance has been routinely assessed) enjoy salaries that are, respectively, 125 and 140 percent of per capita GDP – far higher than the OECD average of 107 percent.“

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

„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

„Analysis of PISA results suggests that the only type of resource that is correlated with student performance is teacher salaries relative to national income. There is a statistically significant positive relationship between teacher salaries relative to GDP per capita and PISA 2012 math scores in economies with GDP per capita of more than US$20,000.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 113

Shanghai: „The salary and benefits package for teachers in Shanghai is generous compared with those in other parts of China. In fact, it is comparable with those of other professional occupations. Moreover, the salary scale allows high-performing and long-serving teachers to earn significantly more than new teachers. Adequate financing keeps teaching workloads relatively low, giving teachers the time to develop and prepare lesson plans.“

The World Bank (Hrsg.), „Learning to Realize Education's Promise“ (2018), S. 174

„Robuste Evidenzlage für eine positive Wirkung höherer Lehrergehälter auf Einstellung und Bindung von Personal und einigermaßen robuste Evidenzlage für positive Auswirkungen auf die Schülerleistungen. Gemischte Evidenzlage zur Wirksamkeit verschiedener Formen der leistungsabhängigen Vergütung in Bezug auf Qualität. Leistungsabhängige Vergütung für einzelne Lehrer kann sich negativ auf Teamarbeit auswirken.“

EU-Kommission (Hrsg.), „Studie zu Governance- und Managementansätzen in Schulsystemen“ (2017), S. 7

„Die Kosten einiger Aspekte der Personalverwaltung (z. B. bessere Vergütung) können hoch sein. Angesichts der starken Korrelation zwischen der Qualität der Lehrkräfte und den Ergebnissen der Schüler werden die Kosten (zumindest) durch langfristige Einsparungen kompensiert, wenn die höhere Vergütung zur Anwerbung, Einstellung und Bindung qualitativ hochwertiger Lehrkräfte beiträgt.“

EU-Kommission (Hrsg.), „Studie zu Governance- und Managementansätzen in Schulsystemen“ (2017), S. 7

„Die Bildungssysteme konkurrieren mit anderen Sektoren der Wirtschaft um hoch qualifizierte Absolventen, die sie als Lehrkräfte gewinnen wollen. Forschungsergebnisse zeigen, dass Gehälter und alternative Beschäftigungsmöglichkeiten wesentliche Faktoren der Attraktivität des Lehrerberufs sind. Die Anfangsgehälter von Lehrkräften im Verhältnis zu denen von Beschäftigten in anderen nicht lehrenden Tätigkeiten und die zu erwartenden Einkommenssteigerungen haben großen Einfluss darauf, ob sich Absolventen für den Lehrerberuf entscheiden.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 463

„Where teacher pay is higher relative to other occupations (such as in Finland and Singapore), recruitment is higher of more highly educated teachers.“

Migration Advisory Committee (Hrsg.), „Partial review of the Shortage Occupation List“ (2017), S. 45

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

„PISA analyses show that increased resources alone are not enough to improve students’ performance. The critical question is how well the resources are spent. Resources invested in school leaders and teachers are found to have high returns.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 94

„Raising teachers’ pay works to attract more highly-skilled teachers both by the incentive to earn more, and by raising the status of teaching as a profession. Evidence linking teacher wages to student outcomes suggests that raising teacher’s pay by 10 % could improve student performance by 5-10 %.“

OECD (Hrsg.), „Getting Skills Right: United Kingdom“ (2017), S. 69

„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

„Cross-country comparisons using PISA data show that relative pay levels of teachers are related to average student performance in education systems, even after other system-level factors have been accounted for.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 58

„Competitive salaries helped make the profession attractive to potential candidates, and high standards were set for entry into and graduation from initial teacher education programs. Together these helped raise the status of teaching, creating a virtuous cycle for ongoing recruitment.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 5f

China: „Recent national legislation requires that teachers be paid no less than the average of other public servants in each province.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 41

„In OECD countries with available data, teachers are paid on average 91 % of the earnings of employees with tertiary education.“

OECD (Hrsg.), „Government at a Glance 2017“ (2017), S. 112

In Österreich sind es 64 %.

„The education sector competes with other sectors for the best-qualified employees. Teachers’ salaries may strongly influence graduates’ choice to join the teaching profession, and teachers’ choice to stay in their job. Attractive teachers’ salaries hence help sustain the supply of highly-skilled teachers in the face of an ageing teacher workforce and/or a growing school-age population, and thus ensure that those with the greatest competencies for teaching choose their career path accordingly.“

OECD (Hrsg.), „Government at a Glance 2017“ (2017), S. 112

„In virtually all of these jurisdictions, positive views of teaching reflected in public surveys and government statements are also reflected in compensation that is competitive with other professions requiring comparable education. In all of the jurisdictions, starting salaries for teachers are above international averages, and all have significant increases within the first 10 years of teaching.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 13

„Teaching is a highly regarded profession in Finland and one of the top occupational choices of young people. Entering salaries are comparable to those of other professions. However, the greater draw appears to be the high esteem with which the profession is held, the desirable working conditions, and the trust that allows teachers to be creative and innovative in their work.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 35

„Teacher compensation in high-performing systems tends to be comparable to that of other well-regarded professions.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 50

„Results from previous editions of PISA show that top-performing countries tend to prioritise teacher quality above all. One important measure to attract and retain quality teachers is through salaries.“

OECD (Hrsg.), „Education Indicators in Focus 46“ (Dezember 2016), S. 3

„Among countries and economies with a per capita GDP of over USD 20 000, which includes most OECD countries, there is a positive relation between higher teachers’ salaries (relative to national income per capita) and performance in mathematics.“

OECD (Hrsg.), „Education Indicators in Focus 46“ (Dezember 2016), S. 3f

„Japan and Korea, two top performers in PISA, are good examples of countries prioritising salaries over class size. Both countries pay their teachers relatively well and require fewer teaching hours, so that teachers have more time for activities such as preparing lessons, meeting other teachers and tutoring students who are behind.“

OECD (Hrsg.), „Education Indicators in Focus 46“ (Dezember 2016), S. 4

„Making teaching a financially more attractive career isn’t the only thing that matters for who teaches. It does matter though, and probably it matters a lot.“

Univ.-Prof. Dr. Dick Startz, http://www.brookings.edu am 20. Juni 2016

„Österreichweite Lehrerpersonalkosten je Schüler Schuljahr 2013/2014: Hauptschulen rd. 6.700 EUR, Neue Mittelschulen rd. 7.500 EUR, AHS-Unterstufen rd. 4.800 EUR.“

Rechnungshof (Hrsg.), „Bund 2016/5“ (2016), S. 191

„Research shows that salaries and alternative employment opportunities are important influences on the attractiveness of teaching. Teachers’ starting salaries relative to other non-teaching occupations and the likely growth in earnings have a huge influence over a graduate’s decision to become a teacher.“

OECD (Hrsg.), „Education at a Glance 2016“ (2016), S. 411

„On average, the salaries of teachers with minimum training and 15 years of experience in OECD countries exceed the per capita GDP in their country by 10 % for lower secondary teachers and by 16 % for upper secondary teachers.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 193

Anmerkung: In Österreich aber liegt das Gehalt der LehrerInnen der Sekundarstufe I nicht um 10 % über, sondern um 2 % unter dem BIP/Kopf und das der Sekundarstufe II nicht um 16 %, sondern nur um 6 % über dem BIP/Kopf. (Quelle: OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), Table II.6.54)

„Adequate levels of teacher remuneration seem essential considering the need to attract high quality individuals to the profession and a pending retirement wave of teachers in the near future.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 78

„Teaching in Shanghai is a socially well regarded and monetarily appealing profession, with a proven set of entry requirements. The working conditions, such as infrastructure facilities and student-to-teacher ratio, are attractive, and clear career advancement mechanisms are in place.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 136

„The history of teaching suggests that, if you allow public-sector salaries to get too far out of line with the private sector, you fail to recruit graduates.“

Univ.-Prof. Dr. John Howson, The Guardian online am 26. Dezember 2015

„PISA shows that, on average, a higher percentage of students expects to work as teachers in countries where teachers’ salaries are higher.“

OECD (Hrsg.), „PISA in Focus“ Nr. 58, Dezember 2015, S. 1

„School systems will only be able to recruit the skilled and motivated people they need to build a highquality teaching force if they can offer similar salaries and working conditions as other professionals enjoy and/or grant teachers greater autonomy and raise the status of the teaching profession.“

OECD (Hrsg.), „PISA in Focus“ Nr. 58 (Dezember 2015), S. 4

„Recent OECD analyses indicate that paying teachers well is part of the equation to achieve excellence.“

Europäische Kommission (Hrsg.), „Teacher Costs“ (2015), S. 9

„OECD comparisons of teacher salaries indicate relatively low teacher salaries in Austria when comparing them with earnings for full-time, full-year tertiary-educated workers.“

Michael Bruneforth, MA, u. a., „Country Background Report for Austria“ (2015), S. 61

„Education systems compete with other sectors of the economy to attract high-quality graduates as teachers. Research shows that salaries and alternative employment opportunities are important influences on the attractiveness of teaching.“

OECD (Hrsg.), Education at a Glance 2015: OECD Indicators“ (2015), S. 431

„Teachers‘ starting salaries relative to other non-teaching occupations and the likely growth in earnings have a huge influence over a graduate‘s decision to become a teacher.“

OECD (Hrsg.), Education at a Glance 2015: OECD Indicators“ (2015), S. 431

„To ensure a well‑qualified teaching workforce, efforts must be made not only to recruit and select only the most competent and qualified teachers, but also to retain effective teachers.“

OECD (Hrsg.), Education at a Glance 2015: OECD Indicators“ (2015), S. 431

„Primary school teachers in England earn 86 % of the average salary of a full-time worker with a tertiary education […] At secondary level, teachers in England earn 95 %“

OECD (Hrsg.), „Education Policy Outlook. United Kingdom“ (2015), S. 18

Österreich: Primarstufe: 58 %, Sekundarstufe I: 63 %, Sekundarstufe II: 68 %

„Salaries and allowances are key elements in the attractiveness of the teaching profession (along with such issues as working conditions, career prospects, professional development opportunities and recognition). They play an important role in drawing people into the teaching profession and in ensuring that serving teachers are satisfied and motivated to continue teaching.“

EU-Kommission (Hrsg.), „Teachers’ and School Heads' Salaries and Allowances, 2014/15“ (2015), S. 6

„In high-performing school systems, such as Canada, Finland, Japan, Korea and Singapore, teachers enjoy high status in society and have sufficient levels of pay.“

OECD (Hrsg.), „Improving Schools in Sweden: An OECD Perspective“ (2015), S. 114

„If salaries are sufficiently attractive (i.e. competitive with other sought-after and relatively well-remunerated professions), this can help draw the best graduates into the profession.“

OECD (Hrsg.), „Improving Schools in Sweden: An OECD Perspective“ (2015), S. 114

„OECD evidence suggests that one of the most powerful success factors in education is attracting quality graduates. While this is not only a question of salary, salaries do matter.“

OECD (Hrsg.), „Improving Schools in Sweden: An OECD Perspective“ (2015), S. 115

„The Finnish teacher’s salary is more comparable to that of other college-educated workers in that country than is true of the U.S. teacher’s salary.“

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. 33

„Salaries have a direct impact on the attractiveness and prestige of teaching.“

UNESCO (Hrsg.), „Education for all 2000-2015: Achievements and Challenges“ (2015), S. 202

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

„Finnish teachers are better paid than their peers and enjoy a lighter teaching workload than average. […] On average, actual salaries of upper secondary teachers are 9 % higher than those of other tertiary educated workers whereas their peers across OECD countries earn 8 % less.“

OECD (Hrsg.), „Education at a Glance 2014 – Country Note Finland“ (2014), S. 1

„Paying teachers well is only part of the equation; school systems must also nurture and retain their best teachers by offering better work conditions than is currently the case.“

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

„High-performing countries tend to prioritise higher salaries for teachers. […] Higher salaries can help school systems to attract the best candidates to the teaching profession, and they help signal that teachers are regarded and treated as professionals.“

OECD (Hrsg.), „Resources, Policies and Practices in Sweden’s Schooling System“ (2014), S. 4

„Existing research on teacher human capital indicates teachers in high-performing school systems such as in Canada, Finland, and many of the more economically prosperous countries of East and South East Asia, pay such that academically able people are not deterred from entering the profession. They also enjoy high status in society and often must pass competitive examinations to start training or enter the profession.“

OECD (Hrsg.), „Teacher Remuneration in Latvia. An OECD Perspective“ (2014), S. 35

„Teachers in Finland, with the exception of pre-primary and primary teachers, earn about the same or more as other tertiary-educated workers in the country, with the actual salaries of primary teachers at 89 %, of lower secondary teachers at 97 % and of upper secondary teachers at 109 % of other workers’ average earnings. These figures are above the OECD averages and make teaching a financially attractive profession to young graduates.“

OECD (Hrsg.), „Teacher Remuneration in Latvia. An OECD Perspective“ (2014), S. 155

„Korea is one of the countries where teachers earn more than other tertiary-educated workers (comparing the statutory wage scale), with the most favourable ratio of all OECD countries in primary education (1.36 at all education levels, far above the OECD averages), which evidences the importance society places on the teaching profession and contributes to its attractiveness.“

OECD (Hrsg.), „Teacher Remuneration in Latvia. An OECD Perspective“ (2014), S. 167

„In countries including Canada, Luxembourg, New Zealand and the Republic of Korea, teachers are paid more than the average for full-time workers with tertiary education.“

UNESCO (Hrsg.), „Teaching and learning – Achieving quality for all“ (2014), S. 260

„The only type of resource that PISA shows to be correlated with student performance is the level of teachers’ salaries relative to national income.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 44

„Höhere Lehrergehälter können dabei helfen, die besten Kandidaten für den Lehrerberuf zu gewinnen, und sie signalisieren, dass Lehrer als Angehörige wissenschaftlicher Berufe anerkannt und behandelt werden.“

OECD (Hrsg.), „DEUTSCHLAND – Ländernotiz – Ergebnisse aus PISA 2012“ (2013), S. 10

„One important dimension of how an occupation is regarded, which is inextricably linked to social status, is pay. For many, status in a society depends on how much you are paid in absolute or relative terms.“

Univ.-Prof. Dr. Peter Dolton u.a., „Global Teacher Status Index 2013“ (2013), S. 7

„In East Asian cultures, education has historically been considered a highly valued good and the main legitimate method for social mobility. This can be seen not only in the East Asian teachers’ high salaries, but also by the heavy investment of families in private tutoring services.“

John Jerrim u.a., „The mathematics skills of school children: How does England compare to the high performing East Asian jurisdictions“ (2013), S. 20

„Raising average pay has a positive and significant impact on the aptitude of those entering teacher education courses.“

Andrew Leigh, „Teacher Pay and Teacher Aptitude“ (2013), S. 3

„Teachers’ salaries in Denmark are among the highest in OECD countries at all education levels, although salary scales appear relatively flat when compared to the OECD average.“

OECD (Hrsg.), „Education Policy Outlook. Denmark“ (2013), S. 10

11, 43

„In the Slovak Republic, Iceland, the Czech Republic, Hungary, Italy and Austria, teachers’ salaries are considerably below the average earnings of workers with a tertiary degree.“

OECD (Hrsg.), „Government at a Glance“ (2013), S. 116

„In New Zealand, Canada, Germany and Finland, teachers’ statutory salaries are almost equal to the average earnings of tertiary-educated workers. However, in the Slovak Republic, Iceland, the Czech Republic, Hungary, Italy and Austria, teachers’ salaries are considerably below the average earnings of workers with a tertiary degree.“

OECD (Hrsg.), „Government at a Glance 2013“ (2013), S. 116

„In most OECD countries, teachers’ salaries increase with the level of education they teach.“

OECD (Hrsg.), „Education at a Glance 2013: OECD Indicators“ (2013), S. 379

„Die PISA-Ergebnisse zeigen seit langem, dass erfolgreiche Schulsysteme ihre Lehrkräfte in der Regel besser entlohnen.“

OECD (Hrsg.), „PISA im Fokus 16“ (Mai 2012), S. 1

„Im Allgemeinen gewinnen Länder, die in PISA gut abschneiden, die besten Studierenden für den Lehrerberuf, indem sie ihnen ein höheres Gehalt sowie berufliches Ansehen bieten. […] So verdienen beispielsweise Lehrkräfte der Sekundarstufe I in Korea und der Partnervolkswirtschaft Hongkong (China), zwei leistungsstarken Systemen bei der PISA-Lesekompetenzstudie, über das Doppelte des Pro-Kopf-BIP des betreffenden Landes.“

OECD (Hrsg.), „PISA im Fokus 13“ (Februar 2012), S. 3

... und damit mehr als Doppelte der Lehrkräfte Österreichs.

„The countries that perform well in PISA attract the best students into the teaching profession by offering them higher salaries and greater professional status.“

OECD (Hrsg.), „PISA in Focus 13“ (Februar 2012), S. 3

„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

„In Korea, a key part of the strategy over decades has been to attract great people into teaching by paying them excellently.“

IPPR (Hrsg.), „Oceans of Innovation“ (2012), S. 44

„The findings from PISA suggest that systems prioritising higher teacher salaries over smaller classes tend to perform better.“

OECD (Hrsg.), „Equity and Quality in Education“ (2012), S. 36

„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 Finland university graduate teachers have a relatively high starting salary, which is a good incentive for attracting the best to this career.“

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. 55

„The top-performing countries provide competitive compensation. South Korea emphasizes salary the most, with Singapore being especially strategic in the use of bonuses and retention incentives.“

McKinsey (Hrsg.), „Closing the Talent Gap: Attracting and Retaining Top Third Graduates to a Career in Teaching“ (2010), S. 24