The teacher workforce in any education system is similarly multifaced as the total workforce. This means different ages, experiences, ambitions, and life-phases shape how teachers work. It also means that teachers might think very differently about their work, now and in the future. In addition, it is important for policymakers to ask how proposed policy changes influence a diverse teacher workforce in different ways? This chapter presents constructed data-informed Austrian teacher personas. Based on both international and Austrian research and data, an overview of six sets of teacher personas (including one school leader pair) are introduced, each with a different background, ages, experiences, motivations and other traits that shape the teacher workforce in Austria.
Constructing Scenarios for the Future of Teaching in Austria
Abstract
Note: Text in bold is supported by highlighted categories and other key indicators in Annex A.
Highlighted indicators
Intrinsic and extrinsic motivation to become a teacher
As in other countries, Austrian teachers demonstrate a high intrinsic motivation for their profession (OECD, 2019[1]). In TALIS 2018, the most important reason for becoming a teacher was that teaching allows for influencing young people’s development, followed by the motivation to contribute to society, and benefit the socially disadvantaged (see Figure 3.1)
Compared to the average of 23 European Union countries1, extrinsic factors such as a reliable income, job security, and a schedule that fits into other responsibilities within one’s life, were less important to Austrian lower secondary teachers. Teachers with less than 5 years of teaching experience however attributed a higher importance to these factors than their more experienced colleagues (Figure 3.1).
Source: OECD (2019[2]), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en, table I.4.1.
Teachers using digital technologies
The Teaching and Learning International Survey (TALIS) 2018 highlighted that, in comparison to other European Union countries, a relatively small proportion of lower secondary education teachers in Austria indicated that they frequently use ICT for projects or class work in 2018, with only 32.9% doing so (OECD, 2019[1]). Less experienced and younger teachers indicated more often that they use ICT than their more experienced colleagues (see Figure 3.2), but they also often lack advanced digital skills (Helm, Huber and Loisinger, 2021[3]). Only 19.9% of teachers felt "well prepared" or "very well prepared" to use ICT in teaching. (OECD, 2019[1]). However, the Covid-19 pandemic brought with it a rapid and far-reaching integration of digital forms of teaching and learning in most secondary schools during the school closure phases (Janschitz, Zehetner and Fernandez, 2022[4]). This led to an expansion of technical equipment and digital skills - both for teachers and schools as well as for pupils and the learning environment at home (Janschitz, Zehetner and Fernandez, 2022[4]). The Austrian government has since proposed numerous policies like the 8-Point-Plan and the Master plan for the digitalisation of education and made significant investments to gradually consolidate and incorporate this (Riepl, 2023[5]; BMB, n.d.[6]).
Source: OECD (2020[7]), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en, table I.2.20
Induction for starting teachers
Research has suggested a clear need for starting teachers to go through a phase of induction (Thomas et al., 2019[8]; Shanks et al., 2020[9])to prevent early attrition. One of the reasons for this is that the shift from limited responsibilities as an intern, to near total responsibility for all aspects of teaching after graduating can be daunting and result in a so-called ‘praxis shock’, which has also been identified in Austria (Ballet, Kelchtermans and Loughran, 2006[10]; Nairz-Wirth, Feldmann and Lehner, 2023[11]). Since the 2019/2020 academic year, all teachers in Austria are required to undergo a mandatory career entry phase (Symeonidis, Haas and Schneider, 2023[12]; BMB, 2024[13]). Elements of induction include the forming of peer groups, becoming a member of the school and professional community, and having a mentor.
One of the induction practices that has been considered effective for starting teachers is mentorship (Shanks et al., 2020[9]). As the mandatory career phase was only recently introduced, mentorship is still relatively underdeveloped in Austria. TALIS 2018 indicated only 10.8% of teachers reported having a mentor during the first five years in school (OECD, 2019[1]). A study on mentorship in Austrian primary schools showed that 47% of starting primary teachers were mentored by teachers in the same subjects, 12% by those with at least one shared subject, and 29% by mentors in entirely different fields. Notably, 12% of trainees were unaware of their mentors' teaching subjects (Prenzel et al., 2021[14]). The respondents rated the quality of mentorship highly, with an average rating of 3.43 out of 4. The perceived quality of mentorship was highest when mentors and trainees taught the same subjects (Prenzel et al., 2021[14]). The perceptions of mentorship content differ widely between mentees and mentors, indicating that mentees see a need for dialogue in various topics (see Figure 3.3).
Note: Mittelschule: General secondary school in Austria for students aged 10–14, offering a broad basic education. AHS (Allgemeinbildende Höhere Schule): Academic secondary school that prepares students for university, starting at age 10 and lasting 8 years.
Source: Prenzel et al. (2021[14])). Der Berufseinstieg in das Lehramt. Eine formative Evaluation der neuen Induktionsphase in Österreich. [Starting a career as a teacher. A formative evaluation of the new induction phase in Austria]. Waxmann Verlag GmbH. https://doi.org/10.31244/9783830993483.
Note: Text in bold is supported by highlighted categories and other key indicators in Annex A.
Highlighted indicators
Job satisfaction
In TALIS 2018, overall satisfaction with the teaching profession in Austria was high compared to other systems (see Figure 3.4.) (OECD, 2020[15]). Secondary analysis suggests that Austria has the most satisfied teacher workforce of all education systems in TALIS 2018 (Zakariya, Bjørkestøl and Nilsen, 2020[16]). More recent Austrian research, however, shows that only a third of Austrian teachers report being very satisfied (6%) or satisfied (27%) with their working conditions (Ableidinger, 2023[17]). A majority find their conditions to be average (31%) or below average (20%), 12% are rather unsatisfied and 5% are not satisfied at all. Dissatisfaction is most common among middle-aged teachers working in urban schools with over 500 students (Ableidinger, 2023[17])
When asked about ways to improve their daily work life, over half (51%) of the teachers mentioned a reduction in bureaucracy and administrative burden, including less paperwork and more support for administrative tasks. Additionally, 18% of teachers, particularly in primary schools, noted that having more school psychologists and social workers would significantly ease their workload (Ableidinger, 2023[17]). Research further suggests that having a satisfied teacher workforce is positively impacted when teachers are able to teach in ways that are aligned with their own educational beliefs, as well as by supervisory support, good relations with colleagues and parents, and low time pressure and discipline problems (Skaalvik and Skaalvik, 2011[18]).
Source: (OECD, 2020[7]), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en, table II.2.10.
Working part-time
A considerable percentage of Austrian teachers works part-time. This is the case for 23% of all male teachers and 34% of female teachers in Austrian schools (see Figure 3.5.) (Statistik Austria, 2024[19]), which is higher than the Austrian average across other professions (21%) (OECD, 2025[20]). The figure is particularly high in Tyrol (43.8%) and Vorarlberg (43%). One explanation might be that there is no comprehensive, all-day childcare available in these regions (APA, 2023[21]).
From an international perspective, the number of workers working part-time in Austria in general is rather high (OECD, 2025[20]). Research has been inconclusive whether part-time working can have negative consequences for teachers (Seibt et al., 2011[22]; Seibt and Kreuzfeld, 2021[23]; Unterbrink et al., 2007[24]).
Note: Mittelschule: General secondary school in Austria for students aged 10–14, offering a broad basic education. AHS (Allgemeinbildende Höhere Schule): Academic secondary school that prepares students for university, starting at age 10 and lasting 8 years.
Source: Statistik Austria (2024[19]), Bildung in Zahlen 2022/23: Schlüsselindikatoren und Analysen [Education in figures 2022/23: Key indicators and analyses], https://www.statistik.at/fileadmin/user_upload/BiZ-2022-23_Schluesselindikatoren.pdf (accessed on 15 April 2025), based on chapter 4.1, image 2.
Rural teachers have lower stress levels and collaborate more
While the stress levels of Austrian teachers are generally well below the EU and OECD average, Austrian teachers in rural areas in particular, experience less (10.4%) stress than those in urban areas (16.4%) (OECD, 2020[15]). They feel valued, albeit still at low levels, more often by society (18.9% compared to 14.2% of urban teachers). Teachers in rural areas also appear to collaborate somewhat more than those in urban areas and agree more often that there is a collaborative school culture which is characterised by mutual support (see Figure 3.6.) (OECD, 2020[15]; Wiesinger, Schaubmair and Brunauer, 2020[25]).
Source: OECD (2020[7]), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. In TALIS. OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en, Table II.2.4, II.2.40, II.4.28.
Note: Text in bold is supported by highlighted categories and other key indicators in Annex A.
Highlighted indicators
Second-career teacher numbers growing
The career change model and initiative "Klasse Job" aims to support Austria’s teacher workforce through three key actions: (1) modernising the image of schools, (2) recruiting new groups for teaching (including career changers and secondary career teachers), and (3) improving teacher education. In accordance with this, a public campaign was designed to promote a more positive image of schools and attract career changers, secondary job educators, and younger students to the teaching profession (BMB, 2024[26]). As part of the initiative, 653 second-career teachers started in the school system in the 2023/24 school year, more than twice as many as in the previous year (APA, 2023[21]). Compared to the school year of 2022/23, the number of second-career teachers among all teachers rose from 5.5% to 8.4% in 2023/24 (Schnider and Braunsteiner, 2024[27]).
A look at the age of teacher students in Austria supports this trend. The growing number of students above the age of 25 indicates more people choose teaching as a second-career pathway (Statistik Austria, 2024[28]). This trend is particularly strong for the number of older students with foreign nationalities, which has more than quadrupled since 2021/22 (see Figure 3.7.). 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[29]; Frühauf et al., 2023[30]; Syring et al., 2019[31]), which was stressed by an integration expert of the Austrian government (Der Standard, 2016[32]). They tend to deal more sensitively, consciously, and successfully with ethnic, cultural, and linguistic diversity and can develop stronger relationships with parents (Massumi, 2014[33]).
The NGO Teach for Austria also plays a role in strengthening the second-career teacher pathway. Through a highly selective leadership programme, Teach for Austria recruits professionals from diverse academic and occupational backgrounds and prepares them for teaching in schools serving disadvantaged communities. Since 2012, 523 fellows joined the programme, contributing to a more diverse and socially engaged teacher workforce (Teach for Austria, 2025[34]).
Note: The numbers for 2022/23 and 2023/24 represent starting student teachers including and below age 24 and above age 25. For the school year 2021/22, the numbers represent teacher graduates. The age group ≤24 includes graduates up until age 29, while older graduates were assumed to have started their studies when they were already 25 and older.
Source: Statistik Austria (2024[35]), Studierende, belegte Studien, [Students, studies attended], https://www.statistik.at/statistiken/bevoelkerung-und-soziales/bildung/studierende-belegte-studien (accessed on 15 April 2025).
What motivates second-career teachers?
Second-career teachers, like their first career colleagues, show a high intrinsic motivation: they wish to pass on their expertise, help young people and contribute to society (Berger and D’Ascoli, 2012[36]; Williams, 2010[37]; Lee, 2011[38]). Thus, they are driven by altruism (Laming and Horne, 2013[39]; Uusimaki, 2011[40]), although they also value potential personal benefits (Laming and Horne, 2013[39]) and perceive teaching as more exciting, creative, and social than their previous career (Baeten and Meeus, 2016[41]). Beyond intrinsic reasons, extrinsic and pragmatic considerations play a role, too – such as stress or dissatisfaction with their previous career, job security, and working hours (Laming and Horne, 2013[39]; Lee, 2011[38]; Baeten and Meeus, 2016[41]; Tigchelaar, Brouwer and Korthagen, 2008[42]). Social status appears to be less important in choosing teaching as a second career (Richardson and Watt, 2005[43]). While intrinsic motivations are generally more important to join the teaching profession than extrinsic ones, the only approach that works in attracting teachers to challenging schools seems to be providing financial incentives (See et al., 2020[44]). To retain them, a supportive and conducive working environment is needed (See et al., 2020[44]).
Several studies have attempted to categorise second-career teachers into subgroups based on their motivations (Baeten and Meeus, 2016[41]). The first subgroup comprises second-career teachers who have always had a desire to teach but did not go into teacher education earlier due to, e.g., financial barriers to resuming studies. The second subgroup consists of those who chose teaching for pragmatic reasons like job reward and family-friendliness. The third subgroup shows a strong sense of service, and a fourth subgroup opted for teaching based on previous experiences: teaching-like professional experience, or life events such as divorce or a professional crisis. The fifth subgroup’s focus is on simply exploring a second career.
Collaboration among teachers
Based on TALIS 2018, teacher collaboration in Austria is notably strong. Austrian teachers at the lower secondary level engage in various collaborative activities more frequently than the EU average (see Figure 3.8.), including a higher rate of exchanging teaching materials compared to any of their EU counterparts. 91% of Austrian teachers agree with the statement that teachers can rely on each other, compared to an EU average of 87% (Wiesinger, Schaubmair and Brunauer, 2020[25]).
Source: OECD (2020[7]), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. In TALIS. OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en, table II.4.1.
Note: Text in bold is supported by highlighted categories and other key indicators in Annex A.
Highlighted indicators
School leaders in Austria spend most of their time on administrative matters
In Austria, two thirds of all school leaders are employed full-time without any further teaching obligations, which aligns with the EU average. They spend less time on leadership tasks than the average of the EU countries (see Figure 3.9.). Instead, they indicate to spend more than a third of their working time on administrative matters (OECD, 2019[1]). The relationship between leadership tasks and administrative matters is not perceived as unbalanced by as many school leaders in any of the EU countries as in Austria (Wallner-Paschon, Suchań and Oberwimmer, 2019[45]). This might be the case since Austrian school leaders are more likely to mention a need for further training in the areas of leadership and personnel development (Schmich, Lindemann and Gurtner-Reinthaler, 2018[46]; OECD, 2019[1]) than their EU counterparts. Another reason could be that Austrian schools have limited autonomy compared to the EU average, especially in the areas of personnel management and budget (Höller, Suchań and Lindemann, 2020[47]).
This is particularly crucial as school leaders’ roles and the expectations associated with it have fundamentally changed: it is no longer enough for them to be good managers; effective school leadership is also increasingly seen as the key to comprehensive reform of the education system and improved educational outcomes (Höller, Suchań and Lindemann, 2020[47]).
Source: OECD (2019[1]) TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, https://doi.org/10.1787/1d0bc92a-en. Table 1.2.31.
Attitudes towards change
Austrian school leaders report to perceive slightly higher levels of openness towards innovation than teachers (see Figure 3.10.), indicating that school leaders play a key role in fostering a school environment open to new ideas (Höller, Suchań and Lindemann, 2020[47]). Perceptions of openness to change vary among teachers, with younger and less experienced teachers perceiving less openness compared to their older, more experienced colleagues. This suggests that differing definitions of "openness to change" may exist among different cohorts, and that there is a desire among younger and less experienced staff to do things differently. School leaders can help develop a spirit of innovation and responsiveness among their staff, not only by encouraging staff to discuss or try new ideas and adapt new concepts for their needs, but also by working with them in school-based professional learning communities (Höller, Suchań and Lindemann, 2020[47]) These can collectively identify needs for change and make assistance available to support teachers in the process of change.
Source: OECD (2019[1]), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, https://doi.org/10.1787/1d0bc92a-en. Table I.2.35 and I.2.39.
Note: Text in bold is supported by highlighted categories and other key indicators in Annex A.
3.5.1. Highlighted indicators
Stress and burn-out are a concern
As of 2024, 51% of Austrian teachers indicated that they experience high emotional exhaustion or risk of burnout according to an online survey commissioned by the Austrian government with more than 5 000 participants, including around 4 300 school leaders and 700 teachers across Austrian schools (Lillich, Breil and Teufl, 2024[48]). Half 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 working an average of ten extra hours per week, and one in six teachers (16%) consider it unlikely that they will be able to continue in their profession until retirement age (Lillich, Breil and Teufl, 2024[48]). To meet these challenges, the need for various training courses has been expressed by teachers (see Figure 3.11.).
Note: The bars reflect the percentage of teachers who indicated a need for training courses on specific content.
Source: Lillich, M., Breil, C., & Teufl, L. (2024[48]). Gesundheitsbefragung von österreichischen Schulleitungen und Pädagog:innen. Institut für Gesundheitsförderung und Prävention. [Health survey of Austrian school leaders and teachers. Institute for Health Promotion and Prevention], https://www.ifgp.at/cdscontent/load?contentid=10008.785921&version=1708352443 (accessed on 15 April 2025).
Austria’s schools are becoming more diverse
In Vienna, the proportion of foreign nationals has more than doubled from 16.4% in 2002 to 34.3% in early 2023. Similarly, the share of residents born abroad has risen from 24.6% to 39.3%, and those of foreign origin from 27.2% to 44.4% over the same period (Agenda Austria, 2024[49]; City of Vienna, 2023[50]). Across Austria, the population with a migration background has grown from 17.4% in 2008 to 27.2% in 2023, highlighting a broader trend of migration, especially in urban areas, and increasing diversity (Statistik Austria, 2023[51]) (see Figure 3.12.).
Note: The numbers for people with a migration background include both first- and second-generation migrants.
Source: Statistik Austria (2023[51]), Tabellensammlung Migrationshintergrund [Collection of tables on migration background],
https://www.statistik.at/fileadmin/pages/435/Tabellensammlung_Migrationshintergrund_2023.ods.
Similar to other European countries, the overwhelming majority of teachers and teacher educators has the same majority-group ethnic and social background though attempts have been made to increase the accessibility of the teaching workforce to underrepresented ethnic minorities (Herzog-Punzenberger et al., 2022[52]).
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[53]). 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[54]).
Note: Text in bold is supported by highlighted categories and other key indicators in Annex A.
Highlighted indicators
What are young people in Austria looking for in a job?
In 2021, a majority of 16-years-old Austrian students indicated to look for future careers that offer job security, a sense of accomplishment, and the opportunity to contribute something meaningful (see Figure 3.13.) (Straub, Baumgardt and Lange, 2021[55]).
Other research identified presumable key characteristics of Generation Alpha in Austria. These include a strong environmental and climate consciousness, with a preference for working in high-tech, location-independent companies that support diverse teams and personal growth. Generation Alpha is expected to be socially committed and feels pressured by rapid technological advancements, seeking workplaces that offer opportunities for continuous learning and social engagement. They prioritise free time and meaningful responsibilities over traditional job roles, expecting employers to offer adaptable working conditions. As the best-educated and most prosperous generation to date, Generation Alpha is expected to value sustainability, social responsibility, and diversity when choosing jobs, with a clear focus on ongoing education and personal development (Hokify, 2024[56]).
Note: The data collection took place at the beginning of the 2019/20 school year at eight secondary schools in Vienna, at the end of the lower secondary education cycle. A total of 215 pupils completed the questionnaire.
Source: Straub, Baumgardt and Lange (2021[55]), Berufs- und Arbeitswelt in der politischen Bildung. Zu den Bildungs- und Berufsvorstellungen Jugendlicher am Ende der Sekundarstufe I. [Professional and working world in political education. On the educational and occupational ideas of young people at the end of lower secondary level]. Momentum Kongress ARBEIT. https://www.momentum-kongress.org/system/files/congress_files/2021/paper_straub_baumgardt_lange.pdf (accessed on 15 April 2025).
Possible consequences for teaching and learning in a world of AI
The exponential rise in research publications looking at Artificial Intelligence in Education (AIEd) shows “a clear revolution in how the integration of AI in teaching and learning takes place and the aspects that educators must consider” (Prahani et al., 2022[57]). AI will influence educational practices through learner-centred tools like intelligent tutoring systems, teacher-supporting instruments like assistants for assessment and classroom management, and other institutional tools such as smart admission systems (Holmes and Tuomi, 2022[58]; Varsik and Vosberg, 2024[59]). Some education systems are already implementing AI-tools to support teachers and students in tailor-made learning, as well as evaluating students ‘work, albeit at a slow pace (OECD, 2023[60]). The Korean government, for example is planning to introduce AI Digital Textbooks from 2025 on, whereby teachers and AI technology cooperate to develop customised lessons for individual students. Additionally, coding classes will become a part of compulsory education for primary and lower secondary education students by 2025 (OECD, 2023[61]).
In late 2023, Austria implemented a set of measures focused on AI in schools. A team of experts from universities and university colleges of teacher education was brought together to help develop these measures, and they will continue to refine and oversee them. To support this initiative, a hundred schools were chosen to pilot AI learning tools tailored to individual student needs (OECD, 2023[60]).
Note: Interactive features are digital tools that require interaction, such as adaptive assessment or game-based features. By opposition, static features are digitised version of analogue resources, such as text, but also video or audio.
Source: OECD (2023[60]), OECD Digital Education Outlook 2023: Towards an Effective Digital Education Ecosystem, https://doi.org/10.1787/c74f03de-en, figure 1.4.
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← 1. The EU-23 average (2018) includes the 23 EU countries/regions that participated in the TALIS survey in 2018, excluding England.