Cut-off date for the data: 14 June 2024. Any updates on data and more breakdowns can be found at the OECD Data Explorer (http://data-explorer.oecd.org/s/5q).
Education at a Glance 2024
OECD Indicators
Education at a Glance
Note: See under Annex X2 Tables for StatLink and Box X2.1 for the notes related to this Table.
Note: See under Annex X2 Tables for StatLink and Box X2.1 for the notes related to this Table.
Annual salaries of full-time teachers in public institutions, by level of education
Note: See under Annex X2 Tables for StatLink and Box X2.1 for the notes related to this Table.
Annual salaries of full-time teachers in public institutions, by level of education
Note: See under Annex X2 Tables for StatLink and Box X2.1 for the notes related to this Table.
Annual statutory teachers' salaries in public institutions for teachers with 15 years of experience and the most prevalent qualifications, by level of education
Note: See under Annex X2 Tables for StatLink and Box X2.1 for the notes related to this Table.
Annual average salaries (including bonuses and allowances) of teachers aged 25-64, by level of education
Note: See under Annex X2 Tables for StatLink and Box X2.1 for the notes related to this Table
Note: See under Annex X2 Tables for StatLink and Box X2.1 for the notes related to this Table
Teachers who have either the minimum or a higher than minimum (and most prevalent) qualification, in public institutions
Note: See under Annex X2 Tables for StatLink and Box X2.1 for the notes related to this Table
Percentage of teachers
Note: See under Annex X2 Tables for StatLink and Box X2.1 for the notes related to this Table
Percentage of school heads
Note: See under Annex X2 Tables for StatLink and Box X2.1 for the notes related to this Table
Table X2.1. Basic reference statistics in current prices (reference period: calendar year, 2012, 2015, 2020, 2021, 2022)
For countries where GDP is not reported for the same reference period as data on educational finance, GDP is estimated as: wt-1 (GDPt - 1) + wt (GDPt), where wt and wt-1 are the weights for the respective portions of the two reference periods for GDP which fall within the educational financial year. Adjustments were made in Part C for Australia, Canada, Japan, New Zealand, the United Kingdom and the United States.
1. The GDP mainland market value is used for Norway.
Table X2.2. Basic reference statistics (reference period: calendar year, 2012, 2015, 2020, 2021, 2022)
1. GDP deflator mainland figures are used for Norway.
Table X2.3. Pre-primary and primary teachers' statutory salaries, in national currencies, based on the most prevalent qualifications at different points in teachers' careers (2023)
The definition of teachers' most prevalent qualifications is based on a broad concept, including the typical ISCED level of attainment and other criteria. The most prevalent qualification is defined for each of the four career stages included in this table. In many cases, the minimum qualification is the same as the most prevalent qualification. The minimum and the most prevalent qualifications are described in Table X3.D3.3 in Education at a Glance 2024 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/e7d20315-en).
1. Data on teachers in pre-primary programmes include the data for teachers in early childhood education and care.
2. Year of reference 2022.
3. Data excludes the social security contributions and pension-scheme contributions paid by the employees.
4. Actual salaries: Sweden (including teachers of general subjects within vocational programmes) and the United States (excluding bonuses and allowances).
Table X2.4. Secondary teachers' statutory salaries, in national currencies, based on the most prevalent qualifications at different points in teachers' careers (2023)
The definition of teachers' most prevalent qualifications is based on a broad concept, including the typical ISCED level of attainment and other criteria. The most prevalent qualification is defined for each of the four career stages included in this table. In many cases, the minimum qualification is the same as the most prevalent qualification. The minimum and the most prevalent qualifications are described in Table X3.D3.3 in Education at a Glance 2024 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/e7d20315-en).
1. Data includes the average of fixed bonuses for overtime hours.
2. Year of reference 2022.
3. Data excludes the social security contributions and pension-scheme contributions paid by the employees.
4. Actual salaries: Sweden (including teachers of general subjects within vocational programmes) and the United States (excluding bonuses and allowances).
Table X2.5. Trends in teachers' statutory salaries, in national currencies (2000 and 2005 to 2023)
Data on salaries for countries now in the euro area are shown in euros. Years 2006 to 2009, 2011 to 2014, 2016 to 2019, 2021 and 2022 (i.e. Columns 3 to 6, 8 to 11, 13 to 16, 18 to 19, 23 to 26, 28 to 31, 33 to 36, 38 to 39, 43 to 46, 48 to 51, 53 to 56, 58 to 59, 63 to 66, 68 to 71, 73 to 76 and 78 to 79) are available for consultation on line (see StatLink). The definition of teachers' most prevalent qualifications is based on a broad concept, including the typical ISCED level of attainment and other criteria. The most prevalent qualification is defined for each of the four career stages included in this table. In many cases, the minimum qualification is the same as the most prevalent qualification. The minimum and the most prevalent qualifications are described in Table X3.D3.3 in Education at a Glance 2024 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/e7d20315-en). See explanations on the break in the time series in Table X3.D3.12 in Education at a Glance 2024 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/e7d20315-en).
1. Figures for the pre-primary level refer to primary teachers (in primary schools only) teaching pre-primary classes.
2. Actual salaries: Sweden (including teachers of general subjects within vocational programmes) and the United States (excluding bonuses and allowances).
3. The most prevalent qualification for pre-primary and primary teachers in 2000 was a bachelor's degree or equivalent (ISCED 6), and a master's degree or equivalent (ISCED 7) in subsequent years.
Table X2.6. Trends in teachers' average actual salaries, in national currencies (2000, 2005 and 2010 to 2023)
Years 2011 to 2014, 2016 to 2019 and 2022 to 2023 (i.e. Columns 4 to 7, 9 to 12, 14 to 15, 20 to 23, 25 to 28, 30 to 31, 36 to 39, 41 to 44, 46 to 47, 52 to 55, 57 to 60 and 62 to 63) are available for consultation on line (see StatLink). See explanations on the break in the time series in Table X3.D3.12 in Education at a Glance 2024 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/e7d20315-en).
1. Data on salaries for countries now in the euro area are shown in euros.
2. Data on teachers in pre-primary education include the data for teachers in early childhood education and care.
Table X2.7. Reference statistics used in calculating salaries of teachers and school heads (2000 and 2005 to 2023)
Values for PPPs and deflators were extracted from the OECD Data Explorer on national accounts (http://data-explorer.oecd.org/s/5t) on 20 March 2024. As 2023 PPPs were not available on this date, values for 2022 have been used for 2023 (except for one country). Deflators for the years 2006 to 2009, 2011 to 2014 and 2016 to 2019 and 2021 (i.e. Columns 8 to 11, 13 to 16, 18 to 21 and 23) are available for consultation on line (see StatLink).
1. Data on PPPs for countries now in the euro area are shown in euros.
2. Data on PPPs and deflators refer to the whole country: Belgium for the Flemish and the French Community of Belgium, and the United Kingdom for England and Scotland.
Table X2.8. Distribution of teachers, by minimum or most prevalent qualifications and level of education (2023)
See Definitions and Methodology sections of Chapter D3 for more information.
1. Year of reference 2022.
2. Government-dependent private institutions included.
Table X2.9. Distribution of teachers aged 25-64, by educational attainment and level of education (2023)
1. Reference year differs from 2023: 2022 for Chile, Czechia, Slovenia and Sweden; and 2021 for France.
Table X2.10. Distribution of school heads aged 25-64, by educational attainment and level of education (2023)
1. Reference year differs from 2023: 2022 for Chile, Czechia, Slovenia and Sweden; and 2021 for France.
For further methodological information, please consult Education at a Glance 2024 Sources Methodologies and Technical Notes (https://doi.org/10.1787/e7d20315-en).
Data and more breakdowns are available at the OECD Data Explorer – Education and Skills (http://data-explorer.oecd.org/s/5q).
Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations.