Staying Home - Teacher Absenteeism

Teacher attrition is a significant issue in the education sector in many parts of the world. About 7% of fully qualified teachers on average in the 15 OECD countries leave the profession every year.

Although the share of teachers resigning from the profession may appear relatively small in many countries there is a less acknowledged issue of chronic absenteeism.

While a teacher may not have formally resigned, frequent absences can also disrupt the continuity of education for students and create challenges for schools in maintaining quality teaching. Moreover, the process of replacing absentee teachers, especially at short notice, can strain resources and impact the overall educational environment.

Figures for teachers leaving the profession range from less than 5% of teachers in six of the countries, to over 8% in Denmark, the Flemish Community of Belgium, England (United Kingdom), Estonia, Lithuania and New Zealand. These departures are generally due to a combination of resignations and retirement.

Resignation is the main driver of attrition in eight countries and other participants, namely Austria, Denmark, Estonia, England (United Kingdom), the Flemish Community of Belgium, Poland, the Slovak Republic and Sweden. By contrast, in France, Greece, Ireland and Türkiye, retirement is the main driver of attrition in 2022/2023 while the data for Lithuania, New Zealand and the United States do not distinguish between resignations and retirement.

Factors contributing to teacher resignations include high levels of job-related stress, insufficient support, lack of professional development opportunities and relatively low compensation.

These challenges can lead to dissatisfaction, prompting teachers to seek alternative careers. Addressing the reasons behind teachers’ resignations and understanding labour-market dynamics are crucial for building a stable, effective workforce.

Some countries have taken steps to combat teacher attrition. New Zealand has implemented several targeted strategies. One notable initiative is the Teacher Supply Package, which includes measures such as financial incentives, additional support for new teachers and initiatives to attract overseas teachers. In Lithuania, the focus was on improving teachers' working conditions and providing better professional support to reduce attrition, while in Denmark, the emphasis has been on improving teachers' working conditions through better school leadership and more collaborative working environments.

Attracting second-career teachers can help alleviate shortages while introducing broader skill sets into the profession. Sixteen out of 28 countries and economies with available data offer dedicated alternative pathways for individuals changing careers. Complementary measures to improve working conditions and provide opportunities for career progression could further support teacher recruitment and retention.

Too many resignations indicate underlying problems, but they may also reflect differences in the usual length of employment in all occupations in some countries. For example, in New Zealand, less than 25% of all workers stay in one job for more than a decade, compared to over 50% in Greece. The higher turnover rate observed among New Zealand’s teachers may reflect the particular dynamics of their labour market.