Teacher Shortages in Developed Countries: A systematic literature review of measures and their effectiveness

Dave H. J. van Breukelen, Hanneke Theelen

This systematic literature review explores measures implemented in developed countries since 2007 to address teacher shortages across all educational levels, and examines their effects. The review identifies five main categories of interventions: workplace support and improvement, financial incentives and rewards, training and development, recruitment strategies, and stakeholder engagement. These measures operate across different phases of the teacher pipeline (recruitment, pre-service, and in-service) and vary in their short- and long-term impact. Findings indicate a strong emphasis on in-service interventions, such as salary increases and workload reductions, which provide immediate relief but often lack sustainability. Long-term strategies that improve working conditions, enhance professional development, and strengthen teacher preparation are essential to shift the focus from short-term fixes to prevention. Furthermore, teacher shortages are unevenly distributed across regions, subjects, and school types, making universal solutions impractical. Rural and high-needs schools face particularly acute challenges, underscoring the need for context-sensitive approaches. Addressing this complexity requires coordinated action among stakeholders and robust policy support to ensure systemic improvements in recruitment, training, and retention. Ultimately, effective solutions require integrated, evidence-based strategies that combine immediate interventions with structural reforms, sustained investment, and collaborative efforts to build a stable and motivated teaching workforce, thereby enhancing the profession’s image and attractiveness.