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Persistency in Teacher Staffing Challenges: A European Perspective

Torberg Falch

Education Finance and Policy2026https://doi.org/10.1162/edfp.a.447article
ABDC A
Weight
0.50

Abstract

This paper analyzes the persistence of staffing challenges at the same school over time. An extensive research literature concludes that teacher quality is strongly important for student performance. When schools with a disproportional share of disadvantaged students have the largest teacher staffing challenges, the distribution of teachers across schools will reinforce inequalities. The present paper investigates whether one specific and coherent measure of staffing challenges in Norway has persistent features, distinguishing between the main metropolitan areas and less densely populated areas. Since required teacher qualifications are described in detail in the law, the use of uncertified teachers is thus measured consistently and reflects general recruitment challenges. The finding is strong persistence. Primary schools and schools with a large share of disadvantaged students have enduring teacher shortages. The paper discusses some policy implications of the persistence of staffing challenges.

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https://doi.org/https://doi.org/10.1162/edfp.a.447

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@article{torberg2026,
  title        = {{Persistency in Teacher Staffing Challenges: A European Perspective}},
  author       = {Torberg Falch},
  journal      = {Education Finance and Policy},
  year         = {2026},
  doi          = {https://doi.org/https://doi.org/10.1162/edfp.a.447},
}

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Persistency in Teacher Staffing Challenges: A European Perspective

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Evidence weight

0.50

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.50 × 0.4 = 0.20
M · momentum0.50 × 0.15 = 0.07
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

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