Approximately half of the trained teachers who have left the profession are open to the idea of returning, offering a potential solution to alleviate the teacher shortage. However, the percentage of those considering a comeback has decreased compared to the 2016 follow-up study.
Teachers who were most recently active in secondary schools show a higher willingness to return. While there are factors that influence the desire to reenter the profession, overall, there are minimal differences between different educational levels. A higher proportion of men than women express their willingness to return to teaching.
“Having more time for lesson preparation, implementation, and follow-up, a more reasonable workload, and greater control over their work situation are cited as important factors for returning to the teaching profession,” says Jessica Baldgrim, researcher at SCB.
Work environment remains a key reason for leaving the profession The most common reason cited by teachers for leaving the profession is the work environment, which applies to both primary, secondary, and adult education teachers. Compared to 2016, a higher percentage now states that workload, stress, parental expectations, administrative tasks, lack of control over work situation, and large class sizes have significantly contributed to their decision to leave the profession.
“A positive work environment can not only encourage teachers to return to the profession but also prevent them from leaving in the first place,” explains Jessica Baldgrim.
More than half of the teachers who have left the profession report that overtime work is more common than the exception. Six out of ten teachers state that they worked overtime at least once a week during their last period of employment as teachers. Female teachers are more likely to report working overtime than their male counterparts, with female primary school teachers being particularly affected.