Teacher Shortages across the OECD
Teacher shortages aren’t just an issue in Ireland. They have become a critical challenge across many OECD countries, according to a report from the OECD. In a nutshell, the teaching profession is struggling to attract and retain skilled professionals. The Education Policy Outlook 2024, published by the OECD, provides a comprehensive analysis of the issue and offers valuable insights into how education systems can respond effectively. Let’s take a closer look at these findings, with a particular focus on Ireland and its unique challenges.
Globally, teacher shortages are not a new phenomenon, but their impact has become more pronounced in recent years. Nearly half of school principals in OECD countries report that teacher shortages hinder instruction, up sharply from 29% in 2015. This trend is alarming, given the direct correlation between teacher availability and student outcomes. In some countries, including Ireland, the challenge is compounded by an ageing workforce, declining birth rates, and regional disparities in teacher distribution, according to the report. The teacher shortage in Ireland was first noted in 2014 and wasn’t acknowledged by the Department of Education until 2018 but since Norma Foley has taken on the helm, the problem has been denied and sugar-coated in spin doctored statements about how many teachers they are training.
One of the biggest drivers of teacher shortages is attrition — that is reducing teachers’ strengths or effectiveness through sustained attack or pressure. Across OECD countries, about 10% of fully qualified teachers leave the profession annually, citing reasons such as stress, heavy workloads, and lack of professional support. Ireland is no exception. Many Irish teachers, particularly early in their careers, struggle with the twin pressures of high expectations and insufficient resources. Mid-career professionals often report burnout, while new entrants face challenges in balancing work demands with relatively modest salaries.
Demographics also play a key role. In OECD countries, there are many teachers that are closer to retirement but also many that leave earlier in their career, and Ireland mirrors this trend. As retirements increase, the pipeline of young teachers entering the profession is not sufficient to fill the gap. This imbalance is most visible in rural areas, where recruiting new teachers is particularly difficult.
Though only a by-the-by, technology, especially artificial intelligence (AI), is recognised as having the potential to ease some pressures on the teaching profession. However, the report highlights that digital tools have yet to be systematically integrated into teaching practices in a way that improves outcomes. In many cases, investments in technology have not translated into better learning experiences for students or reduced workloads for teachers. In Ireland, while there are isolated examples of innovative practice, the system as a whole lags behind leaders like Korea and Estonia in leveraging technology to support teachers effectively.
The Education Policy Outlook 2024 outlines a range of policy responses to address teacher shortages. These can be broadly categorised into short-term measures, long-term strategies, and innovative approaches.
Short-Term Measures
Some countries are taking immediate steps to increase the supply of teachers. These include reducing barriers to entry, offering alternative certification pathways, and implementing financial incentives. For instance, in Australia, substantial bonuses are provided to teachers willing to work in rural or hard-to-staff schools. Ireland, by contrast, has been slower to adopt such incentives. The report notes Ireland’s efforts to encourage teachers from the Irish diaspora to return but we all know that this isn’t working.
Long-Term Strategies
Building a sustainable teaching workforce requires more than quick fixes. The report emphasises the importance of enhancing teacher training, providing continuous professional development (CPD), and improving working conditions. In Ireland, the report mentions mentorship programmes for early-career teachers, i.e. Droichead, along with initiatives to reduce administrative burdens, though I have no idea what they are! However, salary competitiveness remains a sticking point. Many teachers find that their pay does not adequately reflect their qualifications or the demands of the job.
Innovative Approaches
Some countries are rethinking traditional models of teaching to make better use of available resources. Team-based teaching, flexible staffing arrangements, and the integration of AI to manage workloads are among the strategies being explored. Ireland could benefit from adopting such practices, particularly in rural areas where staffing challenges are most severe. This comes back to the patronage model, as almost everything does.
Irish Context
Ireland shares many of the challenges outlined in the report, but it also has unique opportunities to address them. The government has made a very tiny effort to recruit teachers from abroad, through the Migrant Teachers’ Project, including targeted campaigns to attract Irish-qualified teachers working internationally. These efforts may align with broader OECD recommendations to diversify pathways into teaching and enhance the profession’s status but short of announcing these initiatives, very little, if any effort has been made to enact them with any purpose.
According to the report, there are areas where Ireland lags behind. For example, financial incentives for teachers in hard-to-staff regions or subjects remain limited. By contrast, countries like Germany and Australia have implemented more robust incentive schemes. Additionally, while Ireland has made strides in professional development, its integration of technology to support teachers still falls short of OECD best practices.
Ireland can learn much from countries that have successfully mitigated teacher shortages. Finland, for instance, has long been a leader in teacher retention, thanks to its focus on professional autonomy and career progression. Teachers in Finland are given significant control over their work, which enhances job satisfaction and reduces burnout. Similarly, Japan’s structured career pathways provide clear opportunities for advancement, making the profession more attractive over the long term.
Ireland’s relatively young teaching workforce compared to some OECD countries also presents an opportunity. By investing in CPD and mentorship, the government can help early-career teachers develop the skills and resilience needed to thrive. Additionally, addressing regional disparities through targeted incentives and support programmes could help ensure that all students, regardless of location, have access to quality education.
The challenges of teacher shortages are complex and multifaceted, but they are not insurmountable. As the Education Policy Outlook 2024 makes clear, solutions require a combination of immediate actions and long-term reforms. For Ireland, this means not only addressing the root causes of attrition and recruitment difficulties but also reimagining the teaching profession for a changing world.
By learning from international best practices and tailoring solutions to its unique context, Ireland has the potential to turn the tide on teacher shortages. Whether through better salaries, innovative staffing models, or the strategic use of technology, the key lies in making teaching a profession that is both sustainable and aspirational. For the sake of our students and society, it’s a challenge we cannot afford to ignore.
