教师短缺，正在成为全球教育系统的“结构性地震”

Group 1 - The global teacher shortage is a structural issue, not just a matter of quantity, with high turnover rates and an increasing proportion of unqualified teachers across various countries [2][3] - In Denmark, Estonia, and Lithuania, teacher turnover rates exceed 10%, with voluntary resignations accounting for 51%, indicating a decline in the profession's attractiveness [2][3] - In Sweden, the number of unqualified teachers in primary education is 16.3%, and in secondary education, it reaches 21.6%, highlighting a significant mismatch in teacher qualifications [2][3] Group 2 - The decline in teacher attractiveness is driven by uncompetitive salaries, rigid career paths, and marginalization of the profession, leading many young teachers to consider leaving [5][6] - The teacher qualification system fails to meet real-world demands, resulting in a mismatch between teacher training and educational needs, particularly in specialized and technical education [5][6] - Insufficient support mechanisms for early-career teachers contribute to high turnover rates, with countries like France successfully implementing mentorship and support systems to stabilize their teaching workforce [5][6] Group 3 - In China, while the total number of teachers is adequate, structural challenges such as high turnover in rural areas and a shortage of qualified vocational education teachers persist [7][9] - The average age of teachers in some western regions of China exceeds 45, complicating the provision of specialized courses and leading to significant gaps in subject teaching [7][9] - New teachers in China face instability due to inadequate institutional support, resulting in a phenomenon where young teachers often leave the profession shortly after starting [9][10] Group 4 - Strategies from OECD countries suggest that enhancing the attractiveness of the teaching profession, providing early-career support, and optimizing resource allocation can address structural issues in teacher shortages [11][12][13] - France's low turnover rate is attributed to a robust system of job security and clear career advancement paths, which could serve as a model for improving teacher retention in China [11][12] - Implementing mentorship programs and improving initial training for new teachers are critical for increasing retention rates, as evidenced by practices in Israel and Estonia [12][13]