Understanding teacher shortages: An analysis of teacher supply and demand in the United States

This paper reviews the sources of and potential solutions to teacher shortages in the United States. It describes the sources of current and projected increases in teacher demand relative to enrollments, shifts in pupil-teacher ratios, and attrition. It places these in relation to recent declines in teacher supply and evaluates evidence of shortages in fields like mathematics, science, special education, and educators for English learners, as well as in particular parts of the country. Our analysis using national databases through 2016 predicted an estimated annual teacher shortage of approximately 112,000 teachers in 2017-18. Our recent review of state teacher workforce reports estimated 109,000 individuals were uncertified for their teaching positions in the US in 2017, roughly approximating our projections. We discuss the factors driving shortages and, based on previous research, identify responses that might ameliorate these trends.

‘Minding the gap?’ A national foundation phase teacher supply and demand analysis: 2012-2020

This paper explores the extent to which foundation phase teacher supply meets demand in South Africa, against a backdrop of considerable change in an education system endeavouring to fulfil the needs of a 21st century society while still battling with significant inequalities in the distribution of skills. The primary purpose of the paper is to use recently sourced teacher education data from a range of national databases to determine to what extent state-led interventions are assisting to meet the foundation phase teacher supply and demand challenge. The data, as well as the more qualitative aspects of their context, are analysed at the macro (national) level to present a more nuanced picture of foundation phase teacher supply and demand. The study attempts to move beyond simply basing an analysis of supply and demand on teacher attrition, and takes into account multiple variables that should be considered in supply and demand planning. It also goes beyond simply matching supply to demand in the most recent year for which data is available, to forecasting a future scenario which will need to be planned for. The paper concludes by suggesting steps that should be taken to ensure a better match between supply and demand.

Blending Professional Development for Rural Educators An Exploratory Study

Blended learning is a process by which educators use varied web-, print-, and classroom-based techniques to present a specific set of skills to a group of adult learners. In this chapter, the author argues that Rossett, Douglis, and Frazee’s (2003) blended learning model is superior to others’ as it is based on adult-learning principles. In March, 2007, the researcher and one colleague conducted a Social Sciences and Humanities Research Council (SSHRC) federal study on teacher supply and demand issues in Northern Canada. As part of the questionnaire and interview data, the participants (n = 113) were asked to comment on professional development models currently used and models to be considered. In particular, comments on the use of blended learning as a viable method of e-professional development model were favourable. In follow up to those comments, the main researcher provided professional development model exemplars and asked the participants to discuss the advantages and disadvantages for the rural professionals. The results of this study are promising as the majority of participants chose blended learning as their primary choice for professional development.

NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools

Teacher shortages in special education have been a source of longstanding concern for professionals and parents involved in the education of students with disabilities. Because of their geographic location, culture, and lack of resources, rural administrators have always struggled to staff their schools with qualified special education teachers. No Child Left Behind and its definition of highly qualified teacher present new challenges to rural district administrators attempting to secure adequate numbers of special education teachers. In this paper, we outline the challenges rural administrators face in reducing special education teacher shortages, present strategies being used nationally and regionally to reduce strategies, and critique those strategies. We conclude our paper by advocating for a more comprehensive approach to solving teacher supply and demand problems, one that is driven by personnel data.

Teacher Supply and Demand: Surprises from Primary Research

An investigation of primary research studies on public school teacher supply and demand revealed four surprises. Projections show that enrollments are leveling off. Relatedly, annual hiring increases should be only about two or three percent over the next few years. Results from studies of teacher attrition also yield unexpected results. Excluding retirements, only about one in 20 teachers leaves each year, and the novice teachers who quit mainly cite personal and family reasons, not job dissatisfaction. Each of these findings broadens policy makers' options for teacher supply.