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The , published by UNESCO, the International Task Force on Teachers for Education 2030, and Fundación SM, and launched on 22 April in Madrid, reveals that more than 90% of the estimated teacher shortage in Europe and North America - equivalent to 4.8 million - is due to teachers leaving the profession.

The situation is particularly critical in secondary education, where a shortage of up to 3.1 million teachers is projected by 2030. In Europe, retirement is a major factor, due to the high average age of the teaching workforce.

The report also warns that more than 20% of teachers in Spain work under annual or fixed-term contracts, a situation mirrored in countries like Austria, Italy, and Romania. Across the European Union, 16% of teaching staff are in similar working conditions, with contracts of one year or less.

“Teachers are the foundation of quality education and social progress. The global teacher shortage is not just a numbers issue; it’s a multidimensional, systemic challenge that requires a comprehensive, coherent, and coordinated policy response,” said Carlos Vargas Tames, Chief of UNESCO's Section for Teacher Development and Head of the Secretariat of the International Task Force on Teachers for Education 2030. “The Global Report emphasizes the urgent need to dignify, diversify, and valorize teachers to improve the attractiveness of the profession and address this shortage.” 

Globally, the world faces a shortage of 44 million teachers to reach universal primary and secondary education by 2030. At the same time, globally, the teacher attrition rate has nearly doubled—from 4.6% to over 9% between 2015 and 2022. Young teachers leave the profession at higher rates than those with more experience, which further exacerbates the shortage.

In Spain, critical shortages persist in areas such as mathematics, vocational training, languages and philosophy. In 2023, over 720 math teaching positions went unfilled, according to the European Union’s Education and Training Monitor. With only 2.8% of young graduates earning degrees in STEM (Science, Technology, Engineering, and Mathematics) and the higher salaries offered in private sectors like technology, banking and finance, the pipeline of future teachers in high-demand subjects such as big data and artificial intelligence remains limited. 

Job instability is also a major concern. According to the OECD, over 20% of Spanish teachers hold temporary contracts, a figure that increases for teachers under the age of 30 compared to those over 50. 

Burn-out and low morale are further eroding the profession. among 600 teachers in Spain found that two out of five teachers approach their work with detachment and nearly half (47%) are neutral toward the idea of leaving the profession. In addition, one in three teachers has experienced a loss of motivation, and two in five show symptoms consistent with burnout, anxiety, or depression. 

"If we believe that teachers are the key to achieving personal and social transformation through culture and education, and we have a workforce that is exhausted and demotivated, it’s difficult for them to meet the complex demands of education today. The profession is about much more than simply delivering curriculum content," said Mayte Ortiz, Director of Fundación SM.

To address the teacher shortage and reimagine the teaching profession, UNESCO, the International Task Force on Teachers for Education 2030and Fundación SM have developed the , highlighting ten key recommendations: 

1. Promote the overall well-being of teachers;
2. Improve teachers’ working conditions;
3. Strengthen guidance and psychosocial support to teachers;
4. Foster a collaborative culture and peer development among teaching teams;
5. Support teachers’ autonomy and professional growth;
6. Ensure inclusive, safe and supportive learning environments for both teachers and students;
7. Attract, train and retain high-quality teaching talent through professional development;
8. Ensure salaries reflect the responsibility and value of teachers;
9. Promote gender equity and cultural diversity;
10. Involve teachers in shaping education policies through social dialogue.

The launch event took place on Tuesday, April 22 at 6:30 p.m. CEST at the Autonomous University of Madrid. Two additional launch events are scheduled: one in Seville on April 23, and another in Valencia on May 6.