Tackling the teacher shortage: A Gen Z solution?

Teacher shortages in England’s state schools have become an increasingly serious issue since the pandemic, raising concerns about the quality of pupils’ learning. Persistently inadequate recruitment and declining retention rates have spurred promises of policy action

CREDIT: This is an edited version of an article that originally appeared on NFER

Research from the National Foundation for Educational Research (NFER) indicates that improving teachers’ pay and working conditions is crucial to solving this problem. However, with recruitment into initial teacher training (ITT) being more than 20 percent lower than pre-pandemic levels, it’s worth questioning if the issue goes beyond just pay and conditions.

Is teaching less attractive?

Evidence from the United States shows a decline in interest in teaching among high school students. Those still interested often seek a career with a positive social impact. If the new generation of graduates in England is less motivated by pro-social values, this could pose a significant challenge for policymakers aiming to boost teacher recruitment and retention.

Currently, there is limited evidence on changing career motivations in England and their implications for teacher supply. NFER, with funding from the Nuffield Foundation, has analysed 20 years of data to understand the evolving career intentions of young people.

Gen Z: A new hope for teacher numbers

Findings suggest that young people’s career preferences strongly predict their likelihood of entering teaching. For example, a 19- to 21-year-old who values “helping others” or “contributing to society” is more likely to become a teacher by the age of 25 than someone who does not. Conversely, those who prioritise “earning a high income” are much less likely to pursue teaching.

Career aspirations toward teaching often start early and are highly predictive of future career choices. Among those who became teachers by 25, over 60 per cent had expressed a desire to teach when they were younger.

Interestingly, Gen Z appears to be slightly more socially oriented in their career preferences than previous generations. A 19- to 21-year-old born in 2002 is seven percentage points more likely to prioritise “helping others” or “contributing to society” than a peer born in 1985. Interest in teaching has remained consistent over the past decade, with about 5 per cent of young people expressing a desire to be teachers each year from 2011 to 2021.

The importance of fundamentals

Gen Z’s values align well with the teaching profession. Teaching involves working directly with young people and aligns with pro-social ambitions while also offering 13 weeks of holiday each year. However, policymakers must ensure that the job’s inherent attractiveness is not undermined by uncompetitive pay, lack of flexible working options, and high workloads.

Seizing the moment

There is a pool of socially motivated young people—Gen Z is more likely to fit the profile of future teachers than Millennials were at the same age. The education sector has an opportunity to capitalise on this interest. By improving the fundamental aspects of the job, policymakers can attract more young graduates to teaching.

The interest is there—now it’s up to the government to seize the moment and ensure a sustainable supply of motivated teachers for the future.