New global research exposes barriers to teacher retention

Low salaries, unsustainable workloads and declining professional status are continuing to undermine teacher recruitment and retention efforts in Australia, the UK, Sweden and the United States, according to a new global study funded by the University of Melbourne’s Faculty of Education.

The cross-country review, Teacher Recruitment and Retention: Challenges and Opportunities, developed by the U21 Deans of Education Group, draws on a review of government reports, teacher unions, academic research and media coverage across four countries — Australia (Victoria and NSW), the UK (England and Scotland), Sweden and the US (Connecticut and Maryland). The report identifies a critical gap in how teacher workforce strategies are evaluated, raising concerns about the evidence base informing current policy responses.

Drawing on a review of government reports, teacher unions, academic research, and media coverage across four countries — Australia (Victoria and NSW), the UK (England and Scotland), Sweden and the US (Connecticut and Maryland) — the report offers a global perspective on one of education’s most pressing challenges.

Key findings include:

• Low pay, excessive workload and limited professional recognition remain systemic barriers to attracting and retaining teachers.
• A range of interventions, including salary increases, incentive payments, bursaries, and workload reduction measures, are being implemented but vary significantly by region and lack consistent evaluation.
• There is a critical gap in assessing the effectiveness of these strategies, which limits evidence-based decision-making and risks the continued use of ineffective or inequitable approaches.
• Teacher shortages are most pronounced in marginalised and underserved communities, particularly in rural areas and in priority subject areas such as STEM and special education.

“The focus of this report is timely and urgent as a sustainable supply of high-quality teachers is essential for improving student outcomes,” lead academic Associate Professor Marian Mahat said. “Without reliable strategies, the capacity of education systems to meet their goals, especially in vulnerable regions, is significantly compromised.”

The report is intended to support education leaders, researchers and governments by highlighting successful approaches and identifying gaps where further research and collaboration are needed.

The Teacher Recruitment and Retention report was led by Universitas 21, a global network of 30 research-intensive universities, and produced through collaboration among senior education researchers across multiple member institutions.

Download the full report at the link.