In its presentation to the Oireachtas today on the recruitment and retention crisis in second level schools, the Teachers’ Union of Ireland (TUI) will call for the introduction of key measures to tackle the crisis.
Some excerpts from the Union’s presentation are set out below.
Introduction
While the problem is now broad and systemic, its origins lie in the unilateral 2011 Government-imposed two-tier pay system, which placed newly appointed teachers on inferior salary scales and pension schemes. Although unions successfully campaigned for the restoration of pay equality, the consequences of a decade of discrimination continue to shape perceptions of teaching as an unattractive, insecure profession.
Compounding this, the drift toward low-hour, insecure contracts for new entrants has created a situation where teaching is no longer viewed as the “safe” or “stable” career it once was. TUI research shows that just 26% of recently appointed teachers received a full-hours contract at entry, and only 11% secured a permanent position on commencement.
Notably, 78% of members who entered the profession before 2015 report that, given today’s housing, and cost-of-living pressures, they could not afford to begin their teaching career now. This stark statistic highlights a significant threat to the sustainability of the profession.
Excessive workload, ever-expanding administrative demands, and class sizes well above EU norms are accelerating burnout and prompting many to leave teaching altogether or retire early.
Impact on Schools and Students
Students most acutely feel the consequences of these shortages. Shortages undermine subject choice, continuity of learning, and equitable access to the full curriculum. Schools increasingly depend on a succession of substitute teachers or must assign teachers outside their subject specialism.
A TUI Principals’ and Deputy Principals’ survey of 111 schools revealed:
• 75% of schools advertised posts for which no teacher applied.
• 64% had unfilled vacancies.
• 20% were forced to drop subjects.
• Only 3% believe Government action to date is sufficient.
These findings underscore the urgent need for structural and policy intervention.
What needs to be done
While broader housing measures are essential at national level, several education-specific actions would provide immediate and impactful relief.
1. Increase Teacher Allocations to Enable Full-Time, Permanent Jobs
Schools must receive increased staffing allocations that allow the creation of full-hours, permanent posts from initial appointment. Adequate allocations would also:
• ensure continuity of subjects,
• protect smaller subjects vital to student choice, and
• reduce class sizes which currently exceed international norms
2. Restore and Expand Career Structures
Cuts to Posts of Responsibility during the last recession have never been fully reversed. These roles are essential to school leadership, student support, and the distribution of workload.
Restoration would help:
• enhance career progression,
• make the profession more attractive, and
• relieve administrative burdens contributing to burnout.
3. Reform the Professional Master of Education (PME)
The two-year PME represents a significant financial barrier, particularly for those from lower-income backgrounds. Halving its duration would:
• widen access to the profession,
• reduce financial pressure on student teachers, and
• align Ireland more closely with international norms of teacher preparation.
4. Recognise International Teaching Experience
Under current arrangements, teachers returning from non-EU private schools most commonly in the Middle East are placed on the first point of the salary scale regardless of years of service. This is inequitable, discourages skilled teachers from returning, and contributes to shortages. Meaningful recognition of international experience must be implemented.
5. Reinstate Key Allowances
The abolition of allowances for Special Educational Needs qualifications, teaching through Irish, and Island teaching in 2012 has had a negative impact on recruitment into these essential areas. Their reinstatement would support supply where shortages are most acute.
6. Address Excessive Workload and Administrative Burden
Teachers consistently report that increased workload and workload intensification particularly bureaucratic and non-teaching duties is a primary driver of burnout. A comprehensive national strategy is required to:
• streamline administrative processes,
• reduce unnecessary documentation, and
• allow teachers to focus on teaching and learning.
Conclusion
The measures implemented to date have been reactive and insufficient what many teachers describe as “sticking-plaster solutions.” Meanwhile, other jurisdictions aggressively recruit Irish teachers, offering full-time posts months in advance, accommodation supports, and clearer career progression. Ireland is increasingly losing both new graduates and experienced teachers to these international recruitment drives.
Unless decisive action is taken, the current crisis will deepen, diminishing educational quality, eroding student opportunities, and undermining Ireland’s ability to sustain a high-quality public education system.
The TUI urges the Oireachtas to prioritise and implement the above measures as a matter of national urgency.