Improving Teacher Supply and Effectiveness

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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

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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.

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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.

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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


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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


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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