Challenges in Teacher Recruitment, Development, and Retention: A Systematic Literature Review in Educational Institutions
Abstract
This systematic literature review synthesizes evidence on the challenges affecting teacher recruitment, professional development, and retention across educational institutions. Findings from 20 eligible studies were analyzed to identify recurring barriers and proposed responses across different institutional and regional contexts. The synthesis revealed persistent teacher shortages, particularly in high-need fields such as science, technology, engineering, and mathematics (STEM) and special education. Low compensation, limited access to meaningful professional development, and the low perceived status of the teaching profession were frequently identified as barriers to attracting and retaining qualified teachers. Teacher preparation programs were also commonly described as insufficiently aligned with the practical demands of classroom teaching. Moreover, professional development often consisted of isolated, short-term activities that lacked sustained support and relevance to teachers’ day-to-day professional needs. Retention was particularly challenging in underserved regions, where high turnover was associated with burnout, unfavorable working conditions, and inadequate institutional support. The findings highlight the need for flexible and inclusive recruitment practices, continuous and job-embedded professional development, and supportive school environments that prioritize teacher well-being and career advancement. Addressing these interconnected challenges requires a coordinated and context-sensitive strategy that accounts for regional and institutional differences and supports the long-term sustainability and quality of the teaching workforce.
Keywords: teacher recruitment; teacher professional development; teacher retention; teacher shortages; teaching workforce; systematic literature review.
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