Considering internationally comparable data, 9.1 percent of primary and secondary teachers in the dozens of countries tracked by the Organisation for Economic Co-operation and Development (OECD) were not fully qualified in 2024–25, according to its Education at a Glance 2026 report.
The publication, released in September, covers the state of education worldwide with a focus this year on teacher shortages and their impact as well as how the issue can be addressed.
“Teacher shortages affect most OECD education systems to varying degrees, with recruitment challenges particularly acute in mathematics and science, as well as in rural, remote and disadvantaged communities,” according to an accompanying press release.
In addition to challenges with qualifications, OECD found that 6.4 percent of fully qualified primary and secondary teachers in the countries it examined left the profession in 2024–25, roughly a quarter of secondary teachers are approaching retirement and although 85 percent of teachers say they are satisfied with their job, just 22 percent feel society values their profession.
The shortages are also reflective of a broader problem many countries face with a lack of skilled workers across the economy, meaning education systems are competing with other sectors for highly qualified staff.
“Today, it is getting harder to recruit, retain and deploy qualified teachers where they are most needed,” said OECD Secretary-General Mathias Cormann. “School systems need to plan ahead, retain teachers already in the system, and grow the teacher pipeline while maintaining standards.”
Declining enrollment also provides a chance to allocate teachers and resources in a more effective manner. “Policymakers have scope to redirect teachers and resources to the schools, subjects and communities where shortages are most acute,” OECD said.
The report details how systems can make the profession more attractive via pay, working conditions and other factors. “Relationships with students, parents and school leaders, school climate, professional autonomy and public recognition all shape teachers’ job satisfaction,” OECD states.
One strategy to expand and diversify the educator workforce is creating well-designed pathways for mid-career individuals. “Australia and the Netherlands, where more than 15 percent of lower secondary teachers are second-career teachers, offer flexible routes combining employment-based training with recognition of prior experience,” according to the report. “In many other countries, however, such pathways remain limited.”
Overall, 8.4 percent of lower secondary teachers are second-career educators, but in the U.S. they make up 16.3 percent of educators.
Education in the US
In America, according to a 2024 survey by OECD, lower secondary teachers are more satisfied with the terms of their employment than the international average (75.4 percent versus 68.4 percent) and salaries (38.9 percent versus 38.7 percent).
Both internationally and in the country, although the number of primary students either rose modestly or decreased between 2015 and 2024, the number of teachers increased due to policy choices.
Participation in early childhood education programs was lower in the U.S. in 2024 (66 percent) compared to the average across countries OECD considered (90 percent).
The rate of young adults (ages 25 to 34) without upper secondary attainment (graduating high school or the equivalent) is on the decline both internationally (12 percent in 2025) and nationally (5 percent in 2025), according to findings.
Read more about education in the U.S. here.
