1
Improving Teacher Supply and Effectiveness
Meeting of OECD Education MinistersRaising the Quality of Learning for All
Dublin, 18-19 March 2004
Phillip McKenzie and Paulo SantiagoDirectorate for Education
2
Why are teachers a focus?Why are teachers a focus? Research shows that teaching quality is a key influence on student learning Teachers are the largest item in school budgets: -- The teaching workforce is large (2.5% of total labour force) -- Teachers’ compensation averages 63% of spending on schools
Efforts to improve schools will fail if there are serious shortfalls in teacher supply and quality
Teachers’ roles are changing
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Principals are concernedIn half the OECD countries the majority of 15 year-olds are enrolled in schools where principals report learning is hindered by a teacher shortage/inadequacy
% of 15-year-old students enrolled in schools where principals report learning is hindered ‘to some extent’ or ‘a lot’ by a shortage/inadequacy of teachers:
0
510
15
20
2530
35
Language of instruction Mathematics Science
Source: OECD PISA Database, 2001.
4
Concerns about hiring teachersConcerns about hiring teachersThere are major difficulties in hiring qualified teachers in key subjects
0
10
20
30
40
50
Cross-country mean % of upper secondary students attending schools where the principal reported that hiring fully qualified teachers is difficult, 2001
Source: OECD International Survey of Upper Secondary Schools (ISUSS) database, 2003.
5
Teacher workforce is ageingTeacher workforce is ageingIn some countries a large % of teachers will retire within the next
decade
0
10
20
30
40
50
60
199219962000
% of teachers aged 50 years and over, lower secondary education
Source: OECD Education database.
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Teachers’ relative salaries are fallingTeachers’ relative salaries are fallingTeachers’ relative salaries are declining in most countries
0
0.5
1
1.5
2
2.5
3
Aust
riaBe
lgium
(Fl.)
Belgi
um (F
r .)De
nmar
k
Finla
nd
Fran
ceGe
rman
y
Gree
ce
I rel
and
I taly
Neth
erlan
dsNe
w Ze
aland
Norw
ay
Port
ugal
Spain
Swed
enSw
itzer
land
Turk
eyUn
ited
Stat
es
1994 2001
Source: OECD Education at a Glance 2001 and 2003.
Ratio of salary after 15 years of experience to GDP per capita, public institutions, lower secondary education, 1994 and 2001
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Teacher quantity and quality are linkedTeacher quantity and quality are linkedQuantitative shortfalls raise quality concerns
0102030405060708090
100
Swed
en
Finla
nd
Switz
erlan
d
Norw
ay
Belgi
um (F
l.)
Denm
ark
Port
ugal
Hung
ary
Irela
nd
Mex
ico
Kore
a
Spain
Neth
erlan
ds
Hire a fully qualifi ed teacher Hire a teacher with less than a full qualifi cationAdd sections (courses) to other teachers' normal teaching hours Expand the size of some of the classesCancel a planned course
% of upper secondary students attending schools that use the following methods to respond to teacher vacancies, as reported by school principals
Source: OECD International Survey of Upper Secondary Schools (ISUSS) database, 2003.
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Improving teacher supply - ResponsesImproving teacher supply - Responses
Improving the image and status of teachers
Making incentives more differentiated and flexible
Improving non-salary conditions in teaching
Improving geographical mobility
Making teacher education programmes more flexible
Developing targeted policies rather than “one size fits all” policies
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Improving teacher supply - ResponsesImproving teacher supply - Responses Greater school involvement in teacher recruitment and selection Broadening the criteria for teacher selection
Changing the nature of appointments
More flexible responses to short-term staffing needs
Expanding the supply pool of teachers / Creating alternative pathways into teaching
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Improving teacher effectiveness - Improving teacher effectiveness - ConcernsConcerns
Teachers face new demands to improve their skills-- more diverse student populations-- new curricula and broadened expectations
-- teacher education programmes are low quality and lack relevance to school needs
-- instruments to reward the work of teachers are limited
-- there are limited opportunities for career growth
-- teacher mobility is limited
-- attrition rates are high for some types of teachers
But concerns that:
And...
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Improving teacher effectiveness - Improving teacher effectiveness - ConcernsConcernsSome countries face considerable difficulties in motivating teachers
% of 15-year-old students enrolled in schools where principals ‘strongly disagree’ or ‘disagree’ with the following statements:
0
10
20
30
40
50
60
70
The morale of teachers in this school is high Teachers work with enthusiasm
Source: OECD PISA Database, 2001.
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Improving teacher effectiveness - Improving teacher effectiveness - ConcernsConcernsLarge differences in teachers’ participation in professional development
% of teachers who attended a prof. development programme in previous 3 months
0
10
20
30
40
50
60
70
New
Zeala
ndMe
xico
Austr
alia
Unite
d Kin
gdom
Swed
enUn
ited
States
Cana
da
Switz
erlan
d
Denm
ark
Italy
Norw
aySp
ain
Irelan
d
Icelan
dAu
stria
Luxe
mbou
rgFin
land
Polan
d
Hung
aryCz
ech
Repu
blic
Franc
eBe
lgium
(Fl.)
Japa
n
Portu
gal
Germ
any
Korea
Greec
e
The N
etherl
ands
Source: OECD PISA Database, 2001.
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Improving teacher effectiveness - Improving teacher effectiveness - ResponsesResponses
-- school leaders support teacher development and link it to meeting school needs
-- teaching becomes more “knowledge rich”Teacher effectiveness and retention will improve if:
-- school systems provide incentives for teachers to continue improving
Teaching needs to be seen in a lifelong learning framework
-- recognition and rewards for effective teaching is improved
-- greater career diversity is created-- workload and stress are reduced-- flexible working hours and conditions are offered
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Further informationFurther information
Documents and updates are available from:
www.oecd.org/edu/teacherpolicy
