Our findings suggest that increasing teacher pay over their whole career would help.
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Articles on teachers' pay
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Paying good teachers more sounds like a great idea. The problem is the research on performance pay shows it’s counterproductive – and inflicting it on a system in crisis is terrible timing.
The first challenge is to attract new teachers, the second is to keep them. More pay might help with recruitment, but research suggests we need to look at the conditions of work to stem the losses.
School districts across the US are starting to pay subs more and make it easier to become a sub – in an effort to keep classrooms operating despite large numbers of staff out sick.
With decreasing teacher degree completion rates and low teacher retention, Australia was already facing a growing teacher shortage before the pandemic. But it’s about to get much worse.
Teachers get paid a decent starting salary but they soon fall behind other professionals the longer they stay in the job.
Policy needs to focus on making the teaching profession stable and more appealing. South Africa must ensure its locally trained teachers have more reason to stay in the country.
Low pay and status are the main factors turning potentially good teachers away from teaching. We need to work on making teaching an attractive profession.
Top contributors
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Professor of Social Impact, University of Technology Sydney
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Professor, Melbourne Graduate School of Education, The University of Melbourne
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Principal Research Fellow, Australian Council for Educational Research
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Associate Professor, University of Technology Sydney
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Deputy Program Director, School Education, Grattan Institute
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Associate Professor: Teacher migration, University of Pretoria
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Senior Research DECRA Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic University
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Associate, Grattan Institute
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Assistant Professor of Educational Leadership, Binghamton University, State University of New York
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Lecturer in Education, The University of Melbourne
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Adjunct Professor of Educational Leadership; Assistant Superintendent for Instruction & Budget, Binghamton City Schools, Binghamton University, State University of New York
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Associate Professor, Centre for Wellbeing Science, Melbourne Graduate School of Education, The University of Melbourne
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Lecturer in Education, Australian Catholic University
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PhD Candidate, Institute for Learning Sciences and Teacher Education, Australian Catholic University
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Professor of Education Research, School of Education, Durham University
