Constructing Scenarios for the Future of Teaching in Austria

Annex A. Persona indicators

Additional research from Austria has been used to construct professional traits of the Austrian teacher personas, which are listed below.

Table A ‎A.1. Further research used to construct Sophia and Maximilian

Category	Description
Age	13.6% of teachers in Austria are under 30 years old (Statistik Austria, 2024[1]). This is the case for 18.1% of teachers in primary schools (Statistik Austria, 2024[2]).
Gender	As of 2023, 73% of all teachers are female (Statistik Austria, 2024[2]). In primary schools, 92.2% of teachers are female (Statistik Austria, 2024[2]).
Workload	Workload is a common concern for starting teachers, as they are not only given the same responsibility for their students as more experienced teachers, they are also still in the process of learning how be a teacher (Ballet and Kelchtermans, 2008[3]; Shanks et al., 2022[4]; Nairz-Wirth, Feldmann and Lehner, 2023[5]). A study of Austrian primary teachers in their induction phase revealed that they typically teach between 7 and 25 hours per week, averaging just over 18 hours. Over half teach more than 20 hours weekly, while some have less than ten hours. In total, primary teachers in their induction phase spend 35 hours a week on work-related tasks, however, a maximum of 71 hours was reported. This means that there are major workload differences for beginning primary teachers, which are likely to be associated with very different chances of being able to prepare, follow up and reflect lessons well and thus successfully master the start of their careers overall (Prenzel et al., 2021[6]). Some teacher students in Austria are employed before they complete their bachelor’s degree, which is typically the minimum requirement for teaching in Austrian schools. Authorities and teacher education institutions generally agree that such employment should occur after at least four semesters and with a reduced teaching load (maximum 50%). However, due to a growing teacher shortage, these principles are sometimes not followed. Regional education boards also favor early career entry for (Initial Teacher Education) ITE students and ‘career changers’ with limited training and qualifications in only one subject. By September 2022, 1,096 ITE students without a completed teaching degree were teaching in Austrian middle schools, representing about 1.5% of the total teaching force and 20% of the average annual intake of new teachers (BMB, 2023[7]; BMB, 2023[8]). Research shows that balancing the dual roles of teaching and completing their studies places unique pressures on Austrian student teachers, potentially putting at risk both their long-term commitment to the profession and their wellbeing (Helm et al., 2024[9]). Additionally, the overlap of teaching and studying responsibilities blurs the traditional boundaries of teaching practice phases, which are typically designed to allow student teachers to learn and experiment without full accountability for their own classes (Helm et al., 2024[9]). Considering these trade-offs, it is essential to question whether employing student teachers so early in their careers can be a desired strategy. On the other hand, the perceived value of student teacher’s tasks – both in studying and teaching – was found to be crucial for the, as it creates autonomy and in turn motivation (Helm et al., 2024[9]; Ryan and Deci, 2017[10]). Their satisfaction increases when teacher education programs effectively link theory and practice, highlighting the importance of aligning studies with professional tasks (Bernholt et al., 2018[11]). Social support, especially through mentorship rather than simple “tips and tricks” advice, plays a decisive role in engagement and professional development (Helm et al., 2024[9]; Meyer, Richter and Kempert, 2024[12]).
Feeling prepared	Only 40.5% of a sample of Austrian starting primary teachers in 2021 felt adequately prepared for teaching, though many find the transition from study to practice challenging (Prenzel et al., 2021[6]). Often, beginning teachers report a “Praxisschock”, a reality clash between theory and practice, mostly linked to a theory-practice gap and / or conflicting mentoring experiences (Nairz-Wirth, Feldmann and Lehner, 2023[5]; Kaçaniku et al., 2022[13]).
Diversity	Across all schools in Austria, 19.4% of students have a migration background as of 2024, and 27% of all students do not speak German as the most commonly used language (Statistik Austria, 2023[14]). In Vienna's compulsory schools, for example, seven out of ten pupils speak a different language in everyday life. But even in more rural areas, such as Burgenland and Carinthia, the figure is more than 20%. The proportion is particularly high in polytechnic schools (Agenda Austria, 2024[15]). Among these students, most come from Germany, followed by Türkiye, Serbia, Montenegro, and Hungary (Agenda Austria, 2024[15]). The biggest obstacles to school success for them are difficulties with the language of instruction, low formal education and the low professional status of their parents (Österreichischer Integrationsfonds, 2018[16]). Statistics do not record how many teachers in Austria have a migration background, but data on first-year teacher students at university colleges of teacher education in the winter semester 2022/23 shows that 5.8% of teacher students have a migration background (Statistik Austria, 2023[17]). Compared to the diversity of students, this is remarkably low. There is the expectation that teachers with a migration background can positively impact the self-image of diverse learners through their role model effect (Morgenroth, Ryan and Peters, 2015[18]; Frühauf et al., 2023[19]; Syring et al., 2019[20]), which was stressed by an integration expert of the Austrian government (Der Standard, 2016[21]). They tend to deal more sensitively, consciously, and successfully with ethnic, cultural, and linguistic diversity and can develop stronger relationships with parents (Massumi, 2014[22]). The mediating role between parents, pupils and teachers can be enhanced by their unique sensitivity to social difficulties and empathy based on shared experiences (Syring et al., 2019[20]; Massumi, 2014[22]; Strasser and Steber, 2010[23]).
Wellbeing	In the past years, a trend reversal regarding the wellbeing between younger and older teachers has become visible (Lillich, Breil and Teufl, 2024[24]). The risk of burnout has risen in all age groups since 2010, although the increase is three times greater among younger teachers than among older teachers. For the first time in 2024, teachers under 40 are the group with the highest risk of burnout: 62% of them report a high risk (Lillich, Breil and Teufl, 2024[24]).The same age trend reversal can be observed in the assessment of their own ability to work until retirement. On average, 16% of teachers state that, based on their current health status, it is unlikely that they will be able to continue working until they reach the statutory retirement age. The proportion of teachers over the age of 50 has remained constant at 11% since 2010 (Hofmann, 2012[25]). The proportion of teachers under 40, on the other hand, has risen from four to ten to 25% (Lillich, Breil and Teufl, 2024[24]). Factors associated with pre-service teacher wellbeing in Austria include the status of teaching, time management, work-life balance, relationships, finding purpose and meaning, as well as being able to reflect on critical incidents in their personal and professional domains (Babic et al., 2022[26]; Sulis et al., 2023[27]) (Babic et al., 2022[26]; Sulis et al., 2023[27]).
Motivation of new teachers and teacher students	Teaching and Learning International Survey (TALIS) 2018 research has pointed out that the role mentors and personal and social support for new teachers contributes to the motivation to stay in the profession (Symeonidis and Wendt, 2023[28]; König, Jäger-Biela and Glutsch, 2020[29]). When looking at the motivations and interests of teacher students, high degrees of artistic-linguistic and social interests, and a lower degree of material, prestige and advancement orientation compared to students of other fields of study can be found (König, Jäger-Biela and Glutsch, 2020[29]). Differences between students of different types of teacher training programmes were also observed, which showed that high school graduates who had opted for primary or special schools had a lower intellectual-research interest and at the same time a higher social interest than those who had opted for a secondary school teaching degree. Based on these findings, it can be assumed that interests not only play an important role in the choice of teacher training or the teaching profession, but also in level decisions in teacher training courses (König, Jäger-Biela and Glutsch, 2020[29]). Data from a self-exploration procedure further indicate that teacher students particularly like to "design lessons", "promote social relationships" and "continue their education" when assessing activity preferences relevant to the teaching profession. However, there are also high overall assessments for the activities "responding to specific needs" and "controlling behaviour". Students prefer to "work together with parents and colleagues" slightly less (Müller et al., 2021[30]) (Müller et al., 2021[30]). Working together with young people seems to be the highest motivation and most favoured activity among teacher students (Priller and Glechner, 2023[31]; Schmich and Opriessnig, 2020[32]).
Self-efficacy	In a 2022 study on Austrian teacher students’ and teachers’ sense of self-efficacy, the students surveyed in the first semester reported a high level of autonomy in their studies and perceived themselves as highly self-effective in classroom management and student engagement (Martinek, Bach and Carmignola, 2022[33]). It was further found that experiencing autonomy during teacher studies was associated with both a more autonomy-promoting and a more structuring teaching style. Additionally, a higher self-efficacy in classroom management showed a significant, positive path to controlling teaching behaviour (as compared to chaotic teaching behaviour) – which, in turn, can diminish students’ sense of autonomy and reduce learning effectiveness (Ryan and Deci, 2017[10]). Self-efficacy in relation to student engagement had a significant effect on all dimensions of anticipated classroom behaviour: positive effects were found for autonomy-promoting and structuring classroom behaviour, while the effects on controlling and chaotic classroom behaviour were negative (Martinek, Bach and Carmignola, 2022[33]).
Digitalisation	In the aftermath of the COVID-19 pandemic, studies indicate that even young teachers, often considered "digital natives", frequently lack advanced digital skills (König, Jäger-Biela and Glutsch, 2020[29]; Kundu, 2020[34]) (König, Jäger-Biela and Glutsch, 2020[29]; Kundu, 2020[34]). Only a small number of Austrian teachers had prior knowledge in digital education (Helm, Huber and Loisinger, 2021[35]). As of 2023, Austria is actively advancing digital technologies in education through severa (BMB, 2025[36])l. For example, Austria has created self-assessment resources aligned with the European Digital Competence Framework (DigComp), such as the digi.check platform, which teachers can use to assess their digital skills and identify areas for further development (OECD, 2023[37]).
Sources of stress	Primary teachers face various sources of stress during their early career years (Clemson et al., 2020[38]; Le Maistre and Paré, 2010[39]) (Le Maistre and Paré, 2010[39]; Clemson et al., 2020[38]). Key stressors include the challenges of managing classrooms, particularly with the small age gap between young teachers and their students, and the difficulties in maintaining discipline and respect (Nairz-Wirth, Feldmann and Lehner, 2023[5]). The pressure is intensified when dealing with diverse student abilities and backgrounds, especially in culturally and socially heterogeneous schools. Inadequate training in parent-teacher communication further exacerbates stress, as many teachers find interactions with parents challenging. Additionally, young teachers often struggle with the administrative demands, such as grading systems and electronic records. The mismatch between their training and real-world teaching requirements, along with unexpected job assignments, adds to their stress (Nairz-Wirth, Feldmann and Lehner, 2023[5]).
Attitudes towards change	In a 2022 study among teaching students, it was found that traditional views of learning and teaching decline over the course of the new Bachelor's programme PädagogInnenbildung NEU, while constructivist views increase. This development can be seen in students of both the old and the new teaching degree programmes (Weber, Altrichter and Reitinger, 2022[40]). In TALIS, 71.1% of lower secondary teachers "agreed" or "strongly agreed" that most teachers in their school are open to change, slightly below the EU average of 72.2%. Notably, perceptions of openness to change vary among teachers, with younger and less experienced teachers perceiving less openness compared to their older, more experienced, and female counterparts. This suggests that differing definitions of "openness to change" may exist among different cohorts, and that there is a desire among younger and less experiences staff to do things differently (OECD, 2019[41]).

Table A ‎A.2. Further research used to construct Valerie and Maria

Category	Description
Age	40.5% of teachers are over 50 years old (Statistik Austria, 2024[1]) This is the case for 36.3% of teachers in primary schools (Statistik Austria, 2024[1]).
Gender	As of 2023, 73% of teachers are female (Statistik Austria, 2024[2]). In primary schools, 92.2% of teachers are female (Statistik Austria, 2024[2]).
Stress	TALIS 2018 does not feature data specifically on Austrian primary school teachers’ sources of stress. Primary school teachers of other European education systems who participated in TALIS 2018 (The Flemish Community of Belgium, Denmark, France, Spain, Sweden, the Netherlands) responded differently when asked about their sources of stress than their colleagues who work in lower secondary schools. On average, 61.3% of those primary teachers experience administrative tasks as their main source of stress, followed by the need to modify lessons for students with special needs (55.4%), and interactions with parents – such as being held responsible for students’ achievement (51.3%) and addressing parent or guardian concerns (47.5%) (OECD, 2020[42]).
Motivation	TALIS 2018 does not feature data specifically on Austrian primary school teachers, but data on primary school teachers of other European education systems who participated in TALIS 2018 (The Flemish Community of Belgium,, Denmark, France, Spain, Sweden, the Netherlands) suggests that primary teachers’ motivations to join the profession are similar to those of lower secondary teachers (OECD, 2019[41]). As of 2018, 95.6% of lower secondary teachers in Austria cite the opportunity to influence children’s development or contribute to society as a major motivation for choosing the profession (OECD, 2019[41]). Other reasons are the possibility to contribute to society (87.1%), and to benefit the socially disadvantaged (5.3%) (OECD, 2019[41]).
Digitalisation	In 2018, only 40.5% of Austrian (lower secondary) teachers had received any pre-service training in the use of ICT for teaching, as compared to an EU average of 52.9% and an OECD average of 56%. Although this proportion was significantly higher among more recent teacher cohorts, almost a third (31.2%) of teachers who had completed their initial training within five years prior to the survey reported not to have received any training in the use of ICT for teaching (OECD, 2023[37]; OECD, 2019[41]). In 2018, the BMB launched a Master Plan for digitalisation in education, focusing on updating curricula, providing digital tools, training teachers, improving school infrastructure, rolling out digital devices, streamlining administration, and introducing a "Digital School" portal (BMB, 2024[43]). In 2020, an 8-Point Plan for the "Digital School" accelerated parts of this plan in response to the COVID-19 pandemic (BMB, 2024[43]). The Austrian Court of Audit evaluated both initiatives in 2024
Career pathways	In a study on the professional biography of Austrian teachers, the option to become a teaching counsellor or mentor was found to be much more attractive to teachers than to take up a leadership responsibility (University of Klagenfurt, n.d.[44]; Mayr, 2020[45]). Having less contact to students was often indicated as a reason not to consider a leadership position (Mayr, 2020[45]).
Wellbeing	Wellbeing is a point of concern for Austrian teachers. Recent research found that 51% of teachers experience high emotional exhaustion or risk of burnout. 50% of teachers find the demands of their job overwhelming, with around 10% finding them extremely overwhelming. This could be the result of missing staff: 54% of teachers report a teacher shortage at their schools, and 57% report a lack of support staff. Teachers report to work an average of ten extra hours per week. 16% of teachers consider it unlikely that they will be able to continue in their profession until retirement age (Lillich, Breil and Teufl, 2024[24]). Training courses on recovery and relaxation techniques are both the most frequently attended (23%) and the most desired (32%) training courses among teachers. Stress prevention (31%), work-life balance (30%) and burnout prevention (30%) are also in high demand, as are training courses on dealing with social-emotional problems (38%) and mental illness (36%) (Lillich, Breil and Teufl, 2024[24]).
Self-efficacy	In a 2022 study on Austrian teacher students’ and teachers’ sense of self-efficacy, the students surveyed in the first semester reported a high level of autonomy in their studies and perceived themselves as highly self-effective in classroom management and student engagement (Martinek, Bach and Carmignola, 2022[33]). It was further found that experiencing autonomy during teacher studies was associated with both a more autonomy-promoting and a more structuring teaching style. Additionally, a higher self-efficacy in classroom management showed a significant, positive path to controlling teaching behaviour (as compared to chaotic teaching behaviour) – which, in turn, can diminish students’ sense of autonomy and reduce learning effectiveness (Ryan and Deci, 2017[10]). Self-efficacy in relation to student engagement had a significant effect on all dimensions of anticipated classroom behaviour: positive effects were found for autonomy-promoting and structuring classroom behaviour, while the effects on controlling and chaotic classroom behaviour were negative (Martinek, Bach and Carmignola, 2022[33]).

Table A ‎A.3. Further research to construct Mikael and Marlene

Category	Description
Age	21.6% of teachers in Austria are between 30 and 39 years old (Statistik Austria, 2024[1]). This is the case for 13.8% of teachers in the AHS, and 27.9% of teachers in vocational schools (Statistik Austria, 2024[1]). TALIS 2018 highlighted that 44% of teachers in Austria were aged 50 and above, well above the OECD average of 34%. This means that Austria will have to replace about three of seven members of its teaching workforce over the next decade or so (OECD, 2019[46]).
Gender	70.9% of Austrian secondary school teachers are female. This accounts for 73.2% in Mittelschule, and 65.7% of teachers in AHS (Statistik Austria, 2024[2]).
Diversity	Across all schools in Austria, 19.4% of students have a migration background as of 2024, and 27% of all students do not speak German as the most commonly used language (Statistik Austria, 2023[14]). In Vienna's compulsory schools, for example, seven out of ten pupils speak a different language in everyday life. But even in Burgenland and Carinthia, the figure is more than 20%. The proportion is particularly high in polytechnic schools (Agenda Austria, 2024[15]). Among these students, most come from Germany, followed by Türkiye, Serbia, Montenegro, and Hungary (Agenda Austria, 2024[15]). The biggest obstacles to school success for them are difficulties with the language of instruction, low formal education, and the low professional status of their parents (Österreichischer Integrationsfonds, 2018[16]). Statistics do not record how many teachers in Austria have a migration background, but data on first-year teacher students at university colleges of teacher education in the winter semester 2022/23 shows that 5.8% of teacher students have a migration background (Statistik Austria, 2023[47]). Compared to the diversity of students, this is remarkably low. There is the expectation that teachers with a migration background can positively impact the self-image of diverse learners through their role model effect, which was stressed by an integration expert of the Austrian government (Der Standard, 2016[21]). They deal more sensitively, consciously, and successfully with ethnic, cultural, and linguistic diversity and develop stronger relationships with their parents (Massumi, 2014[22]). The mediating role between parents, pupils and teachers can be enhanced by their unique sensitivity to social difficulties and empathy based on shared experiences (Strasser and Steber, 2010[23]; Syring et al., 2019[20]; Massumi, 2014[22]).
Support staff	Support staff can be an important asset in schools, as they can alleviate work pressure from teachers and provide more personal support to students (Masdeu Navarro, 2015[48]). In an international comparison, Austria's lower secondary schools have few teaching support staff and few administrative staff in relation to the number of teachers. On average, there is one teaching assistant for every 19 teachers and one administrative assistant for every 15 teachers (compared to 8:1 and 7:1 in the EU) (Schmich and Opriessnig, 2020[32]).
Administration	In TALIS 2018, completing administrative tasks was seen as the greatest source of stress among Austrian teachers; 48% indicated that they perceived this as a source of stress (Schmich and Opriessnig, 2020[49]). Grading (37%) and student discipline issues (36%) were seen as less burdensome, yet qualitative interviews highlight challenges with students as the most significant stress factor (Martinek, Bach and Carmignola, 2022[33]), contrasting with TALIS 2018 data. Teachers estimated to spend an average of three hours per week on administrative tasks. Compared to the average of 46 working hours per week and higher figures in other countries (e.g., seven hours in England), this suggests a lack of identification with these tasks. Administrative tasks might often be cited as stressors because teachers fail to see their relevance, viewing bureaucratic elements as conflicting with the educational focus of their profession, which amplifies their stress experience (Schmich and Opriessnig, 2020[49]).
Preparedness	Austrian lower secondary teachers reported a high readiness for classroom practice in some or all subjects taught - 77.4% of teachers felt well or very well prepared for this in 2018, which is above the EU average of 66.8%. However, only 15.1% of teachers felt prepared for teaching in multicultural or multilingual settings, only 19.9% felt prepared to use ICT for teaching, and only 21.1% felt ready to manage classrooms and deal with student behaviour. These values are all significantly below EU average (OECD, 2020[42]).
Wellbeing	A 2024 qualitative study on the wellbeing of Italian, German, and English second-career teachers found that these teacher valued the stronger connection they had with the "world of work" and a stronger theory-practice connection since they became teachers, followed by a better work-life balance, more autonomy, and a feeling of progressing fast due to their previous experience. On the negative side, they indicated to struggle with an excessive workload, lower salaries than in their previous jobs, bureaucracy and management issues, a negative perception of the profession, and a lack of flexibility. When they were asked about barriers to becoming a teacher, the most reported topic was a limited or no recognition pf prior experiences, followed by difficulties in managing a work-life balance, doubts about self-efficacy, the management of bureaucratic aspects, and a lack of guidance and online courses, among others (OECD, 2020[42]).
Feeling valued by society	On average, 16.1% of Austrian lower secondary school teachers agreed or strongly agreed in 2018 that they feel valued by society, which is below EU average (17.7%), but higher than in Austrias’s neighboring countries like the Slovak Republic (4.5%), Hungary (11.8%) and Italy (12.1%) (OECD, 2020[42]). Teachers in rural schools, and those in schools with a higher concentration of immigrant students indicated to feel valued by society more often than on average across all schools. The proportion of male teachers who agreed with feeling valued was higher than those of female teachers (18.2% vs. 15.2%), and younger teachers as well as those with less than 5 years of experience felt more valued by society than older and more experienced ones (OECD, 2020[42]).

Table A ‎A.4. Further research to construct Fatma and Ernst

Category	Description
Age	On average, Austrian school leaders were 55.2 years old in 2018, with only 2.7% under age 40 (OECD, 2019[41]).
Gender	49.9% of Austrian school leaders are in 2018 were female, with large differences between rural and urban schools (39.4% vs. 58%). Compared to 2008, this overall number is an increase of 20.7 percentage points.
Motivation	In a 2019 survey of Austrian graduates from all 14 teacher training colleges and universities, half of those surveyed who would like to take on a leadership role or already do so cite the opportunity to shape the school as an argument in favour of doing so. For a good quarter, the necessary collaboration with colleagues, parents and students as well as external cooperation partners is attractive. One fifth (also) find organizational and administrative tasks attractive and like the idea of taking on management responsibility or see the necessary scope for decision-making. Around one sixth mention school management as an attractive responsibility, which is primarily due to the variety of tasks. One eighth of respondents state that they have the right personal prerequisites for a leadership role, i.e. the relevant skills and previous experience. Incentives such as income or prestige played virtually no role (Mayr, 2020[45]).
Diversity	Across all schools in Austria, 19.4% of students have a migration background as of 2024, and 27% of all students do not speak German as the most commonly used language (Statistik Austria, 2023[14]). In Vienna's compulsory schools, for example, seven out of ten pupils speak a different language in everyday life. But even in Burgenland and Carinthia, the figure is more than 20%. The proportion is particularly high in polytechnic schools (Agenda Austria, 2024[15]). Among these students, most come from Germany, followed by Türkiye, Serbia, Montenegro, and Hungary (Agenda Austria, 2024[15]). The biggest obstacles to school success for them are difficulties with the language of instruction, low formal education, and the low professional status of their parents (Österreichischer Integrationsfonds, 2018[16]). Statistics do not record how many teachers in Austria have a migration background, but data on first-year teacher students at university colleges of teacher education in the winter semester 2022/23 shows that 5.8% of teacher students have a migration background (Statistik Austria, 2023[17]). Compared to the diversity of students, this is remarkably low. There is the expectation that teachers with a migration background can positively impact the self-image of diverse learners through their role model effect, which was stressed by an integration expert of the Austrian government (Der Standard, 2016[21]). They deal more sensitively, consciously, and successfully with ethnic, cultural, and linguistic diversity and develop stronger relationships with their parents (Massumi, 2014[22]). The mediating role between parents, pupils and teachers can be enhanced by their unique sensitivity to social difficulties and empathy based on shared experiences (Strasser and Steber, 2010[23]; Syring et al., 2019[20]; Massumi, 2014[22]).
Job satisfaction	87.9% of Austrian school leaders report that the advantages of their profession outweigh the disadvantages, and 84.4% would choose to become principal again. Compared to EU values (71.7% and 85.9%, respectively), this draws a positive picture. However, 11.9% of Austrian school leaders, as compared to 7.1% in EU average, report to regret that they have become school leaders (OECD, 2020[42]).
Stress	By far the most reported source of stress of school leaders in 2018 was having too much administrative work to do (85.2%), followed by the obligation to keep up with changing requirements from local, municipal/regional, state or national/federal authorities (54.2%) (OECD, 2020[42]).
School management teams	School management teams are uncommon in Austria - 60% of the school leaders stated in 2018 that there is a school management team at their school, which puts Austria in last place among the EU countries and significantly below the EU average of 89%. A school management team in that sense is a group in a given school decides on management and direction issues (e.g., teaching, use of resources, curriculum, assessment and grading) and on strategies for the smooth running of the school. It plays a key role for cooperative leadership in a school, as it can be an indicator of the extent to which there are opportunities for teachers and other groups in schools to actively participate in processes and decisions (OECD, 2020[42]; Höller, Suchań and Lindemann, 2020[50]).
Career pathways	Socio-contextual factors interacting with personal traits influence decisions of retention and attrition of teachers later in their career. Reasons for retention can be of both a personal and social-contextual nature. Research suggests that a positive workplace culture, including supportive relationships, financial security, autonomy, and passion for teaching keep late-career teachers in their profession. Other factors included drawing a sense of meaning and job satisfaction from witnessing and contributing to students' progress (Babic et al., 2022[26]). On the other hand, factors that led to stress and dissatisfaction among teachers encompassed a changing workplace atmosphere characterised by increasing workload, perceived drop in personal efficacy (like getting slower), rising disciplinary issues, the challenge of juggling roles, and a lack of autonomy and institutional support (Babic et al., 2022[26]).
Wellbeing	As of 2024, 43% of school leaders experience high emotional exhaustion or risk of burnout. About half of both school leaders (51%) find the demands of their job overwhelming, with around 10% finding them extremely overwhelming. This could be the result of missing staff: 43% of school leaders report a teacher shortage at their schools, and 59% report a lack of support staff. School leaders report working an average of 11.5 extra hours per week, one in ten school leaders consider it unlikely that they will be able to continue in their profession until retirement age (Lillich, Breil and Teufl, 2024[24]).
Feeling valued by society	In 2018, 26.3% of Austrian school leaders agreed or strongly agreed that the teaching profession is valued in society, which is above the EU average (25.5%). The gap between female and male school leaders agreeing with that statement is however remarkable, with 12.1 percentage points between male school leaders (32.4%) and female school leaders (20.3%). Across the EU, this gap is marked by 3.9 percentage points. Furthermore, older and more experienced school leaders more often agree that teaching is valued by society than their younger and less experienced colleagues (OECD, 2020[42]).

Table A ‎A.5. Further research to construct Gabriela and Usman

Category	Description
Age	21.6% of teachers in Austria are between 30 and 39 years old (Statistik Austria, 2024[1]). This is the case for 24.5% of teachers in lower secondary schools (Statistik Austria, 2024[1]).
Gender	70.9% of Austrian secondary school teachers are female. This accounts for 73.2% in Mittelschule, and 65.7% of teachers in AHS (Statistik Austria, 2024[2]).
Collaboration	Research shows that Austrian teachers who cooperate more frequently (both in terms of exchange and coordination among teachers and in terms of teacher collaboration in the classroom) and whose workplace is characterised by a participatory school climate use methods more often that serve the transparency of learning and teaching objectives on the one hand and the cognitive activation of students on the other. Those teachers also use classroom management methods more frequently in lessons. The teacher-pupil relationship is perceived better in a participative school climate paired with frequent teacher cooperation than in schools where teachers cooperate less (Methlagl and Vogl, 2020[51]).
Diversity	Across all schools in Austria, 19.4% of students have a migration background as of 2024, and 27% of all students do not speak German as the most commonly used language (Statistik Austria, 2023[14]). In Vienna's compulsory schools, for example, seven out of ten pupils speak a different language in everyday life. But even in Burgenland and Carinthia, the figure is more than 20%. The proportion is particularly high in polytechnic schools (Agenda Austria, 2024[15]). Among these students, most come from Germany, followed by Türkiye, Serbia, Montenegro, and Hungary (Agenda Austria, 2024[15]). Their biggest obstacles to school success are difficulties with the language of instruction, low formal education, and the low professional status of their parents (Österreichischer Integrationsfonds, 2018[16]). Statistics do not record how many teachers in Austria have a migration background, but data on first-year teacher students at university colleges of teacher education in the winter semester 2022/23 shows that 5.8% of teacher students have a migration background (Statistik Austria, 2023[17]). Compared to the diversity of students, this is remarkably low. There is the expectation that teachers with a migration background can positively impact the self-image of diverse learners through their role model effect, which was stressed by an integration expert of the Austrian government (Der Standard, 2016[21]). They deal more sensitively, consciously, and successfully with ethnic, cultural, and linguistic diversity and develop stronger relationships with their parents (Massumi, 2014[22]). The mediating role between parents, pupils, and teachers can be enhanced by their unique sensitivity to social difficulties and empathy based on shared experiences (Strasser and Steber, 2010[23]; Syring et al., 2019[20]; Massumi, 2014[22]).
Preparedness to work in multicultural settings	Austrian lower secondary teachers reported a high readiness for classroom practice in some or all subjects taught - 77.4% of teachers felt well or very well prepared for this in 2018, which is above the EU average of 66.8%. However, only 19.9% felt prepared to use ICT for teaching, and only 21.1% felt ready to manage classrooms and deal with student behaviour. These values are all significantly below EU average (OECD, 2020[42]). The most striking value however relates to teaching in multicultural or multilingual settings, which only 15.1% of teachers felt prepared for. An analysis of teacher education curricula indicates that the implementation of explicit learning opportunities relevant to diversity and inclusion is not sufficient to prepare teachers to competently respond to contemporary challenges (Herzog-Punzenberger et al., 2022[52]). While diversity is addressed as an important issue in teacher education in general, there is great variation with respect to level (Bachelor, Master), format (lecture, seminar, practice format), obligation (compulsory or optional) and workload (between 1,5 and 5 ECTS) of courses on ‘diversity’ across universities. Furthermore, the topic of classroom diversity in the curricula very often remains general and allows (and necessitates) covering a wide range of different aspects of diversity. Thus, it is left open for the lecturers which aspects of diversity they will focus on and whether or not they will include cultural diversity. The importance of providing student teachers with the skills to teach in multicultural classrooms apparently has, as of yet, not had a significant impact on the content-design of secondary teacher education curricula in Austria (Herzog-Punzenberger et al., 2022[52]) and seems insufficient to prepare teachers to competently respond to contemporary challenges (Symeonidis and Wendt, 2023[28]).
Feeling valued by society	On average, 16.1% of Austrian lower secondary school teachers agreed or strongly agreed in 2018 that they feel valued by society, which is below EU average (17.7%), but higher than in Austrias’s neighboring countries like the Slovak Republic (4.5%), Hungary (11.8%), and Italy (12.1%). Teachers in rural schools, and those in schools with a higher concentration of immigrant students indicated to feel valued by society more often than on average across all schools. The proportion of male teachers who agreed with feeling valued was higher than those of female teachers (18.2% vs. 15.2%), and younger teachers as well as those with less than 5 years of experience felt more valued by society than older and more experienced ones (OECD, 2020[42]).

Table A ‎A.6. Further research used to construct Anna and Lukas

Category	Description
Gender	In 2022/23, 76.1% of all teacher students were female (Statistik Austria, 2023[17]). This is slightly below the share of female teachers across all teacher in Autria, which has been relatively constant at 73% in the past 10 years (Statistik Austria, 2024[2]).
Technology use	Young people in Austria have grown up in a world of rapidly changing technology, including increased prevalence of AI. According to Austrian student estimates, 6% of students spend less than 1 hour a day on their mobile phones, 23% spend 1-2 hours a day, 33% spend 3-4 hours a day and 38% spend 5 hours or more. From the age of 14, the average time spent on mobile phones increases rapidly and is then always slightly higher for girls than for boys (Felder-Puig, Teutsch and Winkler, 2021[53]). Students acquire knowledge through technology and are likely to expect it to be part of their learning (Szymkowiak et al., 2021[54]; Çelik and Polat, 2023[55]), and in turn, to be a tool they can use as teachers. This should not be taken for granted however; recent research has shown that the use of digital tools can also lead to more stress related to teachers’ work (Muylaert, Decramer and Audenaert, 2022[56]).
Diversity	The current diversity of the teacher workforce is very low, while the amount of diversity among students is much higher. Across all schools in Austria, 19.4% of students have a migration background as of 2024, and 27% of all students do not speak German as the most commonly used language (Statistik Austria, 2023[14]). Data on first-year teacher students at university colleges of teacher education in the winter semester 2022/23 shows that only 5.8% of teacher students have a migration background (Statistik Austria, 2023[17]). It is therefore important to consider how to attract a more diverse teacher workforce, but also how to attract more teachers with a migration background that are currently in schools a more diverse workforce (Herzog-Punzenberger et al., 2022[52]).
Career views	Desirable aspects for future teachers might focus on “‘sense of community’, ‘creativeness’, ‘appreciation’, ‘self-fulfillment’ and ‘internationality’” (Ruohotie-Lyhty and Pitkänen-Huhta, 2020, p. 202[57]). Across the OECD, the share of the population aged 65 and over will increase from 18% now to 27% in 2050, and life expectancy gains are projected to further growth in the future. It is envisioned that people will work longer because of this (OECD, 2023[58]).

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