In most OECD countries, the statutory salaries of teachers increase with the level of education they teach. On average across OECD countries and economies, the salaries of teachers with the most prevalent qualifications with 15 years of experience range from USD 55 725 at pre-primary level to USD 63 925 at upper secondary level.
Between 2015 and 2024, statutory salaries for both starting teachers and for teachers with 15 years of experience increased in most countries, but usually at a different rate. On average across OECD countries and economies with comparable data from 2015 to 2024 for primary and secondary teachers with the most prevalent qualification, salaries for those with 15 years of experience increased by 4-6%. Meanwhile, starting salaries for these teachers increased by 14-17% over the same period.
On average, teachers’ actual salaries at primary and general secondary levels of education are 83-91% of the earnings of tertiary-educated workers across OECD countries. Usually school heads’ actual salaries are higher than those of tertiary-educated workers.
Education at a Glance 2025
Context
Pay and working conditions are important factors for attracting, developing and retaining skilled and high-quality teachers (see Chapter D8 for information about teacher shortages in secondary education). Teachers’ salaries, in absolute terms and relative to those of other professions, can have a direct impact on the attractiveness of teaching as a career, although other aspects can also be influential, such as opportunities for professional development, administrative workloads and how teachers are perceived (OECD, 2023[1]). They can influence decisions on whether to enrol in teacher education, to become a teacher (Nagler, Piopiunik and West, 2020[2]) and to remain in teaching (Qin, 2020[3]); in general the higher teachers’ relative salaries are, the more attractive the profession. Salaries and career prospects can also have an impact on the decision to become and remain a school head (see Box D3.2 for pathways into school head positions). Relatively low salaries for school heads may discourage teachers from taking on the role (Pont, Nusche and Moorman, 2008[4]).
The salaries of school staff, and in particular teachers and school heads, represent the largest single cost in formal education (Chapter D4). Although competitive salaries are a factor in improved learning outcomes of students (OECD, 2020[5]), they are not the only factor. As such, it is important for policy makers to carefully consider the salaries and career prospects of teachers and school heads to ensure both high-quality education systems and sustainable education budgets.
Ratio of salaries to the earnings of full-time, full-year workers aged 25-64
Note: Data refer to the ratio of annual average salaries (including bonuses and allowances) of teachers and school heads in public institutions relative to the earnings of workers with similar educational attainment (weighted average) and to the earnings of full-time, full-year workers with tertiary education. Earnings of workers with similar educational attainment to teachers are weighted by the distribution of teachers (or school heads) by qualification level (see Tables X2.10 and X2.11). As values close to one may be difficult to identify in the figure, please refer to the source table.
1. Data on earnings for full-time, full-year workers with tertiary education refer to the whole country.
2. Year of reference for salaries of teachers differs from 2024.
For data, see Table D3.2. For a link to download the data, see Tables and Notes section.
Other findings
Teachers’ salaries can range quite widely within countries, as different qualification levels can be associated with different salary scales. For primary teachers, the average salary for teachers at the top of the scale and with the maximum qualifications is 70% higher than the average starting salary for those with the minimum qualifications.
School heads’ actual salaries are more than 50% higher on average than those of teachers across primary and secondary education in OECD countries.
Higher statutory salaries can be an incentive for teachers to become school heads; and most countries require candidates to meet minimum teaching experience levels and in some cases undergo additional management training.
Note
Statutory salaries are just one component of teachers’ and school heads’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of instructional materials may also form part of their total remuneration. In addition, there are large differences in taxation and social benefits systems across OECD countries. There can also be substantial variation in salary scales of teachers and school heads at subnational level in some countries, based on local factors such as the cost of living (Box D3.1). This should be kept in mind when analysing teachers’ salaries and making cross-country comparisons, along with potential comparability issues related to the data collected –see Box D3.1 of Education at a Glance 2019 (OECD, 2019[6]), Box D3.2 of Education at a Glance 2023 (OECD, 2023[7]) and Education at a Glance 2025 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/fcfaf2d1-en) – and the fact that the data collected only cover public educational institutions.
All figures expressed in USD are converted from national currencies based on exchange rates that are adjusted for differences in purchasing power across countries (see Methodology section).
Statutory salaries
Teachers’ salaries can vary according to a number of factors, including their qualification levels, the level of education taught, and how much experience they have and what stage of their career they are in. They can also vary within countries if statutory salaries and compensation structures are defined at the subnational level (Box D3.1).
School heads’ responsibilities may include educational activities (including teaching) as well as other administrative, staff management and financial responsibilities (see Chapter D4 in Education at a Glance 2022 (OECD, 2022[8]) for more details, including differences in the nature of the work carried out and the hours worked by school heads compared to teachers). Similarities and differences in the tasks and responsibilities expected of school heads and teachers may explain differences in the compensation of school heads compared to teachers (Box D3.2).
Teachers’ salaries
Teachers may enter the teaching profession with the minimum qualification or a higher qualification which may be associated with a higher salary. In about two-fifths of OECD countries and economies, teachers with the most prevalent qualification (to enter the teaching profession) have the same salary range as those with the minimum qualification required to become a teacher. In countries with different salary ranges for different qualification levels, very few teachers may hold the minimum or maximum qualifications (Annex Table X2.9). For this reason, the comparative analysis on statutory salaries focuses on teachers who hold the most prevalent qualifications. However, data on teachers’ statutory salaries are collected for three qualification levels (minimum, most prevalent and maximum), available at the OECD Data Explorer (OECD, 2025[9]). Data on teachers’ salaries at secondary level are collected only for teachers in general programmes although, exceptionally, the data for upper secondary teachers in vocational programmes were analysed in Box D3.3 in Education at a Glance 2023 (OECD, 2023[7]).
For a given level of qualification, teachers’ salaries vary according to years of experience. The OECD data collection on teachers’ salaries gathers information on statutory salaries at four points on the salary scale: starting salaries, salaries after 10 years of experience, salaries after 15 years of experience and salaries at the top of the scale. The analysis usually concentrates on the salaries of teachers with 15 years of experience as a proxy for mid-career teachers.
Teachers’ statutory salaries vary widely across countries. The salaries of primary teachers with the most prevalent qualifications after 15 years of experience range from USD 26 913 in the Slovak Republic to more than USD 90 000 in Germany, Luxembourg and the Netherlands (Table D3.1).
Typically, teachers’ salaries increase with the level of education they teach. On average across OECD countries and economies, the salaries of teachers (with the most prevalent qualifications after 15 years of experience) range from USD 55 725 at pre-primary level to USD 59 673 at primary level, USD 61 563 at lower secondary level and USD 63 925 at upper secondary level (Table D3.1).
Salary differences between levels of education vary across countries. Notably, upper secondary teachers in Finland (with the most prevalent qualifications after 15 years of experience) earn 42% more than pre-primary teachers, and in Mexico, they earn 88% more. In Finland, these higher salaries at upper secondary level can be explained by the fact that upper secondary teachers need a higher qualification level than pre-primary teachers (for information on the most prevalent qualification see Table D.D3.3 in Education at a Glance 2025 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/fcfaf2d1-en)). In Mexico, the difference is mainly driven by the fact that teachers at upper secondary level have a different salary structure to those at other levels. In contrast, teachers in about one-quarter of OECD countries and economies with available data earn the same salary irrespective of the level of education taught (Table D3.1).
Teachers’ salaries usually increase with each year of experience. On average, it takes about 26 years for primary teachers (with the most prevalent qualification to enter the profession in 2024) to progress from the starting level to the top of the salary scale. In Canada, Colombia, New Zealand and Scotland (United Kingdom), salary scales are compressed to at most 10 years from starting to top of scale salaries (that is, faster salary progression over a few years), while others have more extended salary scales which give teachers more incentive to serve for longer. These different approaches mean teachers’ salaries increase at different rates in different countries. For example, for primary teachers in both Japan and the Netherlands, statutory salaries at the top of the salary scale are about double the starting salaries (for those with the most prevalent qualification to enter the profession in 2024) but it will take a teacher in Japan on average 36 years to reach the top of the scale, compared to only 12 years for their counterpart in the Netherlands (OECD, 2025[9]).
Teachers’ statutory salaries can vary significantly within countries, especially in federal countries where salaries may be defined at the subnational level. Differences in statutory or actual salaries can result, at least partly, from differences in the cost of living between subnational entities. Data provided by four OECD countries (Belgium, Canada, the United Kingdom and the United States) illustrate these variations at the subnational level.
The extent of the subnational differences in statutory salaries varies across these four countries, depending on the level of education and the stage teachers have reached in their careers. In 2024 in Belgium, for example, starting salaries for primary teachers differed by about 4% (USD 2 144), from USD 49 599 per year in the French Community to USD 51 743 in the Flemish Community. The largest differences were in Canada and the United States: starting salaries for primary school teachers varied in Canada by 42% (USD 19 995) across subnational entities (from USD 47 176 in Quebec to USD 67 171 in the Northwest Territories) and in the United States they varied by 52% (USD 21 293) across subnational entities, ranging from USD 41 189 in North Carolina to USD 62 482 in California. Starting salaries in secondary education varied the least in Belgium (by 4%, from USD 49 599 in the French Community to USD 51 743 in the Flemish Community at lower secondary level) and the most in the United States (by 67% at lower secondary level, from USD 41 088 in North Carolina to USD 68 537 in New York) (OECD, 2025[9]).
The variation in statutory salaries remains consistent across levels of education in Belgium, Canada (excluding pre-primary level) and the United Kingdom, but differs for different stages of teachers' careers in Canada and the United Kingdom. In Belgium, the variation in statutory salaries between subnational entities ranges from 3% to 7%. In contrast, in the United Kingdom, the variations are similar at different levels of education, but greater for starting salaries than for salaries at the top of the scale. For example, at lower secondary level, starting salaries in the United Kingdom varied by 28% (USD 11 155) between subnational entities (from USD 40 130 to USD 51 285), but had narrowed to 17% (USD 10 463, from USD 62 025 to USD 72 488) at the top of the scale. In Canada, variations are similar at primary and secondary levels but vary between stages of the career. The difference reaches 42% (USD 19 995) for starting salaries, 66% (USD 43 312) for salaries after 10 years of experience, 49% (USD 35 710) for salaries after 15 years of experience, and 60% (USD 44 134) for salaries at the top of the salary scale.
In the United States, there was no clear pattern in the size of the variation of statutory salaries across subnational entities at different stages of teachers’ careers and levels of education. At lower secondary level, the difference was the smallest for starting salaries, described above, and the widest for salaries after 15 years of experience, ranging from USD 53 355 to USD 102 640 (a difference of 92%, or USD 49 285) rather than for salaries at the top of the scale. The variation of the salaries after 15 years of experience across subnational entities is the largest at primary level (a difference of 99%) and the smallest at upper secondary level (a difference of 83%).
There are also large subnational variations in the actual salaries of teachers and school heads across the three countries with available data in 2024. In Belgium, the subnational variation in actual salaries was less than 13% for teachers (for all levels of education) and school heads at secondary level and reached 34% for school heads at pre-primary and primary levels, and was greater for school heads than for teachers. For example, at upper secondary level, teachers’ salaries in Belgium ranged from USD 86 171 in the French Community to USD 89 559 in the Flemish Community, a difference of 4%, or USD 3 388. In comparison, school heads’ salaries ranged from USD 101 252 in the French Community to USD 109 012 in the Flemish Community, a difference of 8%, or USD 7 760. Subnational variations in actual salaries were slightly bigger for teachers and school heads in the United Kingdom and much larger for both teachers and school heads in the United States, where the average salaries of upper secondary school heads ranged from USD 92 037 in Arkansas to USD 157 964 in New York, a difference of 72%, or USD 65 927.
The extent of the subnational variation in teachers’ and school heads’ actual salaries also varies according to level of education. In the United Kingdom, the subnational variation in salaries of school heads is largest at secondary level, while for teachers the variation is greater at pre-primary and primary levels. In the United States, subnational variation in the average actual salaries of school heads was greater at primary level than at lower and upper secondary levels.
Source: Education at a Glance Database, https://data-explorer.oecd.org/.
Looking at the full range of statutory salaries (where the minimum is the starting salary for teachers with the minimum qualifications and the maximum is the salary at the top of the scale for teachers with the maximum qualifications), on average the maximum teacher’s salary in primary education is 70% higher than the minimum across OECD countries and economies. However, the difference varies greatly across countries, from about 15% more in Denmark to more than four-fold in Colombia (Figure D3.2). Maximum salaries are at least double minimum salaries in eight other OECD countries and economies. These variations may signal differences in salary structures. For instance, Denmark has only one salary range irrespective of teachers’ qualifications, while Colombia has different salary ranges for teachers with different qualification levels.
Annual salaries of teachers in public institutions, in equivalent USD converted using PPPs for private consumption
Note: Actual salaries include bonuses and allowances.
1. Actual salaries for minimum and maximum statutory salaries.
2. Year of reference for actual salaries differs from 2024.
For data, see Table D3.3. For a link to download the data, see Tables and Notes section.
In most countries and economies where minimum salaries are below the OECD average, the maximum salaries are also below the OECD average. At primary level, a notable exception is Colombia, where minimum salaries are 39% lower than the OECD average, but maximum salaries are 60% higher. These differences may reflect the different career paths available to teachers with different qualifications (Figure D3.2).
The difference between maximum salaries (which may only apply to a very small proportion of teachers) and the salaries of teachers with the most prevalent qualifications and 15 years of experience, also varies across countries. At primary level, the gap between these two groups is less than 10% in seven countries and economies (Denmark, Finland, Germany, New Zealand, Poland, Romania and Scotland [United Kingdom]) while it exceeds 60% in three others (Chile, Colombia and Portugal) (Figure D3.2 and Table D3.1).
Trends in teachers’ statutory salaries since 2015
Nearly two-thirds of OECD countries have comparable data on the statutory salaries of teachers for both 2015 and 2024 for at least one level of education, based on teachers with the most prevalent qualifications after 15 years of experience. During this period, teachers’ statutory salaries increased in real terms (that is, in constant 2015 prices) in one-half to three-fifths of these countries depending on the level of education. On average across OECD countries and economies with comparable data, statutory salaries increased by about 6% at primary level, 4% at lower secondary level (general programmes) and 5% at upper secondary level (general programmes), rewarding staying in the teaching profession (Table D3.7, available on line).
However, some countries saw much larger changes in statutory salaries over this period. At primary level, they grew by more than 20% in real terms in Chile, Colombia, Lithuania and Poland. The nominal increases were even larger, but inflation has cancelled out some of the nominal wage gains over the period (OECD, 2022[10]). In contrast, in 13 countries and economies, real statutory salaries of primary teachers have fallen since 2015. The largest decrease was in Ireland where salaries fell by 10% in real terms although in nominal terms (that is, in current values, not considering inflation), salaries remained stable between 2015 and 2024 (Annex Table X2.6 and Table D3.7, available on line).
Starting salaries also increased during the period 2015-24. On average across OECD countries and economies with comparable data over the period, starting statutory salaries rose in real terms by 17% at primary level, by 16% in lower secondary (general programmes) levels and by 14% at upper secondary (general programmes) level, making it more attractive to enter the profession (Table D3.5, available on line). Again, these changes vary widely between countries. In more than two-thirds of OECD countries and economies starting statutory salaries increased in real terms. However, in few countries, salaries decreased significantly, and by 10% or more in Costa Rica and Portugal (Table D3.6, available on line).
In countries with available data for the period 2015 to 2024 for both starting salaries and salaries after 15 years of experience, the variation in statutory salaries is not necessarily similar at these two stages of the career. In most of the 27 countries and economies with available data, salaries at both stages either increased or decreased for primary school teachers. However, in a few countries (England [United Kingdom], Germany, Japan, Norway and the United Sates), starting salaries increased during the period while those for teachers with 15 years of experiences decreased. In these countries, neither the increase nor the decrease exceeded 10 percentage points (Figure D3.3). These changes resulted from a combination of changes in nominal salaries and changes in the cost of living – in these countries, for example, nominal salaries in current national currencies increased at both stages of the career (Annex Tables X2.5 and X2.6).
In countries and economies where salaries at both stages of teachers’ careers increased or decreased between 2015 and 2024, the extent of the variation usually differed for starting salaries and for salaries after 15 years of experience. In most of the countries where salaries increased in real terms for both stages, the increase was larger for starting salaries. In the countries where salaries decreased in real terms for both stages, there is no clear trend as to which saw the greatest drop. In a few countries, such as Finland, Italy and Spain the change was the same for both stages (Figure D3.3). These differences in salary trends for teachers at different stages of their careers need to be interpreted with caution, as they result from the combination of changes in nominal salaries and changes in prices, but they may also highlight changes in the compensation systems for teachers to attract or retain teachers in the profession (see Chapter D8).
Change in teachers’ real statutory salaries (2015 = 100), in percentage points
Note: Change in teachers’ statutory salaries is based on the most prevalent qualifications after 15 years of experience, converted to constant prices using deflators for private consumption.
For data, see Tables D3.6 and D3.7 (available on line). For a link to download the data, see Tables and Notes section.
School heads’ statutory salaries
Some countries have specific salary scales for school heads, who may or may not receive a school-head allowance on top of their statutory salaries. In other countries, heads may be paid according to teachers’ salary scales, with an additional school-head allowance. The use of teachers’ salary scales may reflect the fact that school heads may be teachers who have taken on management responsibilities of a school, possibly accompanied by a reduction in their teaching responsibilities (see Box D3.2). In 15 out of the 36 countries and economies with data available, primary school heads are paid according to teachers’ salary scales with a school-head allowance, while they have a specific salary range in the other 21. Of these, 16 countries and economies have no specific school-head allowance and 5 include a school-head allowance in the salary (Table D3.13, available online).
The amounts payable to school heads (through statutory salaries and/or school-head allowances) may vary according to the characteristics of the school or schools they lead, such as the size of the school (based on the number of students or teachers). They could also vary according to the individual characteristics of the school heads themselves, such as the duties they have to perform or their years of experience (for the determinants of statutory salary and school-head allowance, see Table D.D3.5 in Education at a Glance 2025 Sources, Methodologies and Technical Notes – (https://doi.org/10.1787/fcfaf2d1-en)).
Considering the large number of criteria involved in the calculation of their salaries, the statutory salary data for school heads focus on those related to the minimum qualification requirements to become a school head, and Table D3.4 (available on line) shows only the minimum and maximum salaries (see the minimum qualification requirements in Table D.D3.6 in Education at a Glance 2025 Sources, Methodologies and Technical Notes – (https://doi.org/10.1787/fcfaf2d1-en)). Caution is therefore necessary when interpreting these values because minimum and maximum statutory salaries may refer to school heads in different types of schools and few school heads may earn these amounts in practice.
As with teachers, school heads’ salaries also vary widely across countries and levels of education. More than half of OECD countries and economies have similar pay ranges for primary and lower secondary school heads, while upper secondary school heads benefit from higher statutory salaries on average. The similar salaries at primary and lower secondary levels may result from the fact that school heads in many of these countries are in charge of schools providing both primary and lower secondary education (Table D3.4, available on line).
At primary level, the minimum salary for school heads is USD 62 092 across OECD countries and economies, ranging from USD 22 105 in Costa Rica to USD 110 847 in Italy. The maximum salary is USD 100 027 on average, ranging from USD 48 866 in Poland to USD 176 533 in England (United Kingdom) (Figure D3.4).
On average across OECD countries and economies, the maximum statutory salary of a school head with the minimum qualifications is 73-78% higher than the minimum statutory salary at primary and secondary levels. In ten countries and economies school heads at the top of the scale can expect to earn at least twice the statutory minimum salary in at least one of these levels of education; in Colombia and Costa Rica, they can even expect to earn more than three times the minimum salary at all levels of education (Table D3.4, available on line).
Actual salaries
Teachers’ actual salaries
Teachers’ actual salaries include all work-related payments, such as the base salary (as defined in the statutory salary scale), results-related bonuses, extra pay for holidays, allowance for performing certain tasks and other additional payments (see Definitions section). For example, Czechia has implemented a range of allowances, including additional payments for student counselling and payments for completing continuous professional development activities, and the payments are at the discretion of the school head. In Switzerland, allowance payments are less frequent or replaced by alternative benefits – the training of student teachers leads to a reduction in teaching time, for example. Across OECD countries and economies, in 2024, the average actual salaries of teachers aged 25-64 were USD 50 872 at pre-primary level, USD 57 399 at primary level, USD 59 896 in general programmes at lower secondary level and USD 63 514 in general programmes at upper secondary level (Table D3.3).
Bonuses and allowances can be a significant addition to statutory salaries. At primary level, 30 countries and economies have data available on both the statutory salaries of teachers with the most prevalent qualifications after 15 years of experience (a proxy for mid-career salaries) and the actual average salaries of 25-64 year-old teachers. In more than one-third of these countries, actual average salaries are at least 10% higher than statutory salaries, which may reflect the importance of bonuses and allowances in the compensation system for teachers in these countries. Actual salaries are more than 25% higher than statutory salaries (after 15 years of experience) in Costa Rica (27%), Czechia (39%), Poland (34%) and the Slovak Republic (37%) (Tables Table D3.1 and Table D3.3).
Comparing teachers’ actual salaries to minimum and maximum statutory salaries also gives an indication of the distribution of teachers between the minimum and maximum salary levels. For example, at primary level in Norway, the actual salaries of 25-64 year-old teachers are 11% higher than the minimum statutory salary, which is the smallest difference among countries with available data on both measures for the same reference year (Figure D3.2). This may be due to Norway’s relatively small range of statutory salaries (Table D3.1), combined with smaller additional allowances than in other countries. Meanwhile in Poland and the Slovak Republic, actual salaries are at least 20% higher than the statutory salary at the top of the scale (the largest differences among countries with comparable data), suggesting that allowances have a substantial effect on teachers’ take-home pay (Figure D3.2 and Table D3.8, available on line).
Over the period 2015 to 2024, nearly half of OECD countries and economies have comparable time series data for actual salaries at primary and secondary levels of education (for pre-primary level it is about one-third of OECD countries and economies). On average across OECD countries and economies with comparable data for all the reference years between 2015 and 2024, actual salaries in real terms increased by about 15% at primary level, 14% at lower secondary level and 13% at upper secondary level. About two-thirds of these countries showed an increase (in real terms) for all levels of education. The increase exceeded 20% in Estonia, Iceland (at pre-primary level), Latvia and the Slovak Republic, and actual salaries doubled in Lithuania. These differences may result from the combination of changes in the amounts of statutory salary or allowances that teachers received as well as changes in teachers’ characteristics (for example, more experienced teachers may earn higher salaries) (Table D3.8, available on line).
In five OECD countries and economies with comparable time series data, the actual salaries of teachers in all levels of education (with available data) fell in real terms. They decreased by at least 3% in Austria (at secondary levels), the French Community of Belgium (at upper secondary level) and Norway (at upper secondary level) and Portugal (at pre-primary level). As most countries showed increases in nominal terms, these falls were driven by the rate of inflation outstripping increases in actual salaries (Table D3.8, available on line).
School heads’ actual salaries
Across OECD countries and economies, average actual salaries for school heads (aged 25-64) ranged from USD 85 711 at primary level to USD 92 687 at lower secondary level and USD 98 687 at upper secondary level. School heads’ actual salaries are higher than those of teachers, and the premium (the difference in actual salaries between school heads and teachers in favour of school heads) increases with levels of education. On average across OECD countries and economies with data for both teachers and school heads, school heads’ actual salaries in 2024 were 51% higher than teachers’ at primary level, 55% higher at lower secondary level and 56% higher at upper secondary level (Table D3.3).
The premiums paid to school heads vary widely across countries and levels of education, however. At pre-primary level, the largest difference was in Slovenia, where school heads’ actual salaries are 83% higher than those of teachers. At the primary level, school heads’ actual salaries are almost three times teachers’ actual salaries in Italy. At lower and upper secondary levels, school heads’ actual salaries are about twice or more those of teachers in England (United Kingdom), Italy and Scotland (United Kingdom). The lowest premiums, of less than 30%, are in Costa Rica (secondary), Estonia (primary and secondary), France (pre-primary and primary), the French Community of Belgium (pre-primary, primary and upper secondary) and Norway (pre-primary) (Table D3.3).
The reasons for these different salary structures are manifold. In France, the low premiums can be explained by the fact that pre-primary and primary school heads are teachers relieved from part of their teaching duties. They are paid according to the teachers’ salary scale at this level of education, with the addition of a specific school-head allowance. In Costa Rica, school heads’ actual salaries are similar across education levels with a difference of 18% between the lowest average actual salary (primary level) and the largest (secondary). Meanwhile teachers’ salaries are 27% lower for primary and pre-primary levels compared to secondary levels, leading to smaller differences in secondary education between teachers and school heads.
Annual salaries of school heads in public institutions, in equivalent USD converted using PPPs for private consumption
Note: Actual salaries include bonuses and allowances.
1. Actual base salaries for statutory minimum and maximum salaries.
2. Year of reference for actual salaries differs from 2024.
3. Data exclude management allowances that are considered a part of school heads' statutory salaries.
For data, see Table D3.3 and Table D3.4, available on line. For a link to download the data, see Tables and Notes section.
Becoming a school head can be an opportunity for teachers to develop professionally, take on leadership roles and potentially improve their salary prospects. Job satisfaction is positively linked with participation in decision making and professional development, leading to an intrinsic motivation (OECD, 2020[11]). The extent of the difference in salaries also provides an incentive for teachers to become school heads. Higher salaries are a way to attract candidates for school head roles but also reflect the additional workload and greater responsibilities of the position. Thus, higher salaries earned by school heads also signal more complex working environments.
On average across OECD countries and economies, school heads’ minimum salaries are 49% higher than teachers’ minimum salaries at primary level. Minimum statutory salaries for school heads with the minimum qualifications are higher than the starting salaries of teachers (with the most prevalent qualification at that level) in nearly all OECD countries and economies. The only exception is Costa Rica, where the minimum salary for a school head is 15% lower than the starting salary of a teacher with most prevalent qualification, but the minimum qualification requirement for school heads is also lower than the most prevalent qualification to become a teacher. The minimum statutory salary for school heads is also often higher than the salaries of teachers with the most prevalent qualification after 15 years experience. At primary level, this is the case in two-thirds of OECD countries and economies (Figure D3.5).
The maximum statutory salaries for school heads are higher than the salaries for teachers with 15 years experience in all OECD countries and economies with available data. At the primary level, the maximum statutory salary of a school head is 83% higher on average than for teachers with 15 years of experience (and the most prevalent qualifications). In nearly one-third of countries and economies (11 out of 36), school heads’ maximum salaries are more than twice statutory teachers’ salaries after 15 years of experience (Figure D3.5).
Statutory salaries of teachers with most prevalent qualification and school heads with minimum qualification in public institutions, in equivalent USD converted using PPPs for private consumption
1. Weighted average of the statutory salaries across different subnational entities.
2. In practice, many teachers obtain higher tertiary degrees during their service and are placed in a higher salary range.
3. Combination of different salary scales for the same ISCED qualification requirement.
For data, see Table D3.1 and Table D3.4, available on line. For a link to download the data, see Tables and Notes section.
Mandatory training or proven skills in management can help prospective school heads to act more effectively in leadership and ease the way into the profession. However, Denmark, England (United Kingdom) and Greece for example, do not require school heads to have any training or proof of skills ahead of entering the position. School heads also advise in matters related to students’ learning so it is important that they understand the work of teachers (Pont, Nusche and Moorman, 2008[4]). Although most countries require heads to have teaching experience, in Finland and Latvia there is no minimum requirement, but both countries state that either sufficient experience should be provided or local governments can set up differing standards. In Denmark, school heads must take a leadership diploma after entering the position.
Prior teaching experience is mandatory to become a school head in 26 countries and economies at the primary level, and in 27 countries and economies at secondary levels. On average across OECD countries and economies, teachers are required to have a minimum of five years of experience in education before being eligible for a school head position, with most requiring between three and six years. In Greece, this rises to 12 years, of which a minimum of 8 years must be teaching in classrooms. At the primary level in France and at all levels in Luxembourg, teachers are eligible to become school heads after two years of experience. However, in practice school heads tend to have more than the minimum required experience (OECD, 2022[8]).
Mandatory trainings or competitive examinations proving the eligibility of teachers exist in most countries and economies with data available. Such training takes different forms across countries. Several countries and economies require specific training either before taking up or after starting a school head position. Examinations assessing administration and management skills are also common. In France, new school heads in pre-primary and primary schools benefit from tutoring by an experienced head teacher. The Flemish and French Communities of Belgium combine different forms of training with assessments of new school heads at regular intervals.
Countries which do not have a statutory training requirement for new school heads still commonly provide training programmes and encourage candidates to complete them. In Denmark, it is general practice for school heads at primary and secondary levels to have completed professional development courses. In Norway, school heads are also encouraged to engage in additional training programmes.
Base salaries and additional payments: Incentives and allowances
Statutory salaries, based on pay scales, are only one component of the total compensation of teachers and school heads. School systems may also offer them additional payments, such as allowances, bonuses or other rewards. These may take the form of financial remuneration and/or reductions in the number of teaching hours. Decisions on the criteria used for the formation of the base salary and additional payments are taken at different levels of authority.
Criteria for additional payments vary across countries. In the large majority of countries and economies, teachers’ core tasks (teaching, planning or preparing lessons; marking students’ work; general administrative work; communicating with parents; supervising students; and working with colleagues) are rarely compensated through specific bonuses or additional payments. Teachers may also be required to take on other responsibilities or perform some tasks without additional compensation although doing so often entails some sort of financial incentive (see Chapter D4 in Education at a Glance 2024 (OECD, 2024[12]) for teachers’ tasks and responsibilities and associated financial or other incentives).
At primary level, teachers who participate in school or other management activities in addition to their teaching duties receive extra financial compensation in nearly 60% of the countries and economies with available information. For example, in Italy teachers serving as head of department or co-ordinator receive an annual payment. In contrast, in Latvia teachers in administrative positions such as deputy school heads are compensated with reduced teaching duties. It is also common for teachers to be awarded additional payments, either annual or occasional, for teaching more classes or hours than required by their full-time contract or performing special tasks such as training student teachers (Table D3.9, available on line).
Participation in mentoring programmes and/or supporting new teachers in induction programmes, as well as outstanding performance can also lead to additional compensation, either in the form of occasional additional or annual payments, or through increases in base salary. Additional payments can also include bonuses for specific teaching conditions, such as teaching students with special needs in regular schools or teaching in disadvantaged, remote or high-cost areas. For example, in Japan three different location allowances have been implemented to retain high-quality teachers in remote areas, to help teachers cover heating costs in cold areas and to provide additional payments in high-cost areas (see also Box D3.3 in Education at a Glance 2024 (OECD, 2024[12]) for more information on such allowances).
There are also criteria for additional payments for school heads, but fewer tasks or responsibilities lead to additional payments compared to teachers. Central/state government or top-level authorities and local authorities are the two main decision-making authorities on the entitlement criteria and the amounts of the allowances for school heads across countries (Tables D3.10 and D3.12, available on line).
Salaries relative to other tertiary-educated workers
Education systems compete with other sectors of the economy to attract high-quality graduates as teachers and to retain them in the profession. Teachers’ salaries relative to other occupations with similar education requirements, and their likely future earnings, may have an influence on whether individuals choose a teaching career (Nagler, Piopiunik and West, 2020[2]) or to stay in the profession (Qin, 2020[3]).
In most OECD countries, a tertiary degree is required to become a teacher at all levels of education (see Table D.D3.3 in Education at a Glance 2025 Sources, Methodologies and Technical Notes – (https://doi.org/10.1787/fcfaf2d1-en)), meaning that the likely alternative to initial teacher education would be a similar tertiary programme. Thus, teachers’ relative salary levels and labour-market conditions in different countries can be understood by comparing teachers’ actual salaries with the average earnings of other tertiary-educated professionals.
Two comparisons can be made. First, with tertiary-educated workers: full-time, full-year 25-64 year-old workers with tertiary attainment (ISCED levels 5 to 8). Second, with similarly educated workers, weighted by the proportion of teachers at each level of tertiary attainment. This second method ensures that comparisons between countries take into account differences in the distribution of bachelor’s, master’s and doctoral or equivalent attainment among teachers compared to tertiary-educated workers more generally (see Annex Table X2.10 for the proportions of teachers by attainment level, Methodology section for more details and Box D3.3 for comparability issues related to measuring teachers’ relative salaries).
Young graduates may consider teachers’ statutory salaries relative to earnings of similarly educated workers over the course of their careers when considering teaching as a lifelong career (for earnings by field of study in tertiary education see Indicator A4 in Education at a Glance 2022 (OECD, 2022[8])). Data for primary teachers with the most prevalent qualification to enter the profession in 2024 are available for 29 OECD countries and economies. On average, teachers’ starting salaries in these countries and economies are 60% of the average earnings of similarly educated workers aged 25-64, while those at the top of the scale reach 97% of the average earnings of similarly educated workers (Figure D3.6).
In a few countries and economies, teachers’ statutory salaries do reach or exceed the earnings of similarly educated workers. In Korea and Luxembourg, statutory salaries after 15 years of experience are at least 25% higher than the average earnings of similarly educated workers – and at least 60% higher for teachers at the top of the salary scale (Figure D3.6). In the countries where teachers’ salaries do not exceed the average earnings of similarly educated workers at any stage in their career, the most prevalent qualifications are usually a master’s degree (Table D.D3.3 in Education at a Glance 2025 Sources, Methodologies and Technical Notes – (https://doi.org/10.1787/fcfaf2d1-en)).
Ratio of salaries of teachers with the most prevalent qualification at the time of entry in public institutions relative to the earnings of full-time, full-year workers aged 25-64 with similar educational attainment
Note: The number in square brackets refers to the average number of years needed to progress from the starting salary to the top of the salary scale.
1. Weighted average of the statutory salaries across different subnational entities.
2. Starting salary is relative to the earnings of workers who have attained a bachelor's degree or equivalent (ISCED 6). Salaries after 15 years of experience and at the top of the salary scale are relative to the earnings of workers with a master's degree or equivalent (ISCED 7) or higher attainment.
3. In practice, many teachers obtain higher tertiary degrees during their service and are placed in a higher salary range.
4. Combination of different salary scales for the same ISCED qualification requirement.
For a link to download the data, see Tables and Notes section.
Where teachers’ salary scales are compressed, their relative pay may increase faster. For example, the starting salaries of primary teachers in New Zealand with the most prevalent qualification are just 54% of the average earnings of similarly educated workers, but will reach 86% after eight years on average. In contrast, relative starting salaries in Chile are similar (57%), but Chile has more expanded salary scales so it takes 15 years to reach 86% of the average earnings of similarly educated workers, and teachers’ salaries continue increasing until they have 30 years of experience in the profession (Figure D3.6).
Similarly to statutory salaries, teachers’ average actual salaries, which reflect their total earnings, can be compared against either the earnings of similarly educated workers or all tertiary-educated workers. However, the data available only allow for the computation of averages of relative salaries when actual salaries of teachers are compared to earnings of tertiary-educated workers. Box D3.3 considers the comparability issues involved in calculating relative salary measures.
In almost all countries and economies with available information, and at almost all levels of education, teachers’ actual salaries are lower than those of tertiary-educated workers. On average, primary teachers’ actual salaries amount to 83% of the full-time, full-year earnings of tertiary-educated 25-64 year-olds (Figure D3.1). Lower secondary teachers earn 87% of this benchmark and upper secondary teachers 91%. The lowest relative salaries are at pre-primary level in Czechia with 57% of average earnings of tertiary-educated workers (although no tertiary education is required to become a teacher at pre-primary level) (Table D3.2).
Teachers’ actual salaries reach or exceed those of tertiary-educated or similarly educated workers on average in a few countries. Teachers earn more than tertiary-educated workers at all levels of education in Costa Rica, Peru, Portugal and Romania. The actual salaries of teachers exceed the earnings of tertiary educated workers by more than 50% in Costa Rica (at secondary level) and Peru (at primary level) (Table D3.2).
School heads’ career prospects and their relative salaries are also a signal to teachers of their potential career progression pathway and the associated compensation in the longer term. Not only do school heads earn more than teachers, they also, unlike teachers, typically earn more than tertiary-educated workers. A notable exception is Hungary, where school heads at all levels of education earn 8-18% less than the average earnings of tertiary-educated workers, the lowest among OECD countries (Table D3.2).
Meaningful international comparisons rely on the provision and implementation of rigorous definitions and a related statistical methodology. In view of the diversity of countries’ education and teacher compensation systems, adhering to these guidelines and methodology is not always straightforward. Some caution is therefore required when interpreting these data.
The relative salaries measure divides the salaries of teachers or school heads (numerator) by the earnings of comparable workers (denominator) using two different methods (see Table D3.2 and Methodology section). These measures of relative salaries are subject to biases due to differences in the characteristics, working patterns and remuneration systems of teachers and other workers or differences in the data used for salaries and earnings. Box D3.1 in Education at a Glance 2021 (OECD, 2021[13]) addressed comparability issues related to inclusion of teachers in data on earnings of workers, the focus on full-time work, differences in sources for data on salaries and earnings, and differences in pension systems between teachers and other workers. Box D3.2 in Education at a Glance 2023 (OECD, 2023[7]) addressed the bias related to differences in working days between teachers and tertiary-educated workers.
Another source of potential biases in the measure of relative salaries relates to differences in the type of measure used for salaries and earnings data: the median earnings of tertiary-educated workers are compared to an arithmetic mean of the actual salaries of teachers. To analyse the potential bias related to the use of median or mean actual salaries, a survey was carried out in 2024 to gather information on the statistical measure (mean or median) used to report actual teacher salaries. The survey also gathered information on the methodology used to report actual salaries, and in particular on whether the data refer to full-time teachers.
Results from the 24 countries and economies that contributed to the survey show that the median is more relevant than the mean as the distribution of salaries can include a few very high salaries (right-skewed distribution of salaries). As the median is less sensitive to extreme or outlying values than the arithmetic mean, the measure of relative salaries is more stable over years when computed based on median values. However median actual salaries are not available for most countries. Nine countries provided both mean and median actual salaries of teachers enabling an analysis of the difference in the value of relative salaries resulting from the use of mean or median actual salaries. The results show sizeable differences: the difference between the ratios based on mean and median actual salaries of teachers varies from 0.1% to 14%, with similar differences across levels of education. At upper secondary level the ratio based on mean actual salaries is higher than the ratio based on median actual salaries in most of the countries with available data, but this is not necessarily the case at all levels.
The results of the survey also showed that teachers with part-time working arrangements are included in actual teacher salaries in the majority of countries that participated in the survey (whereas data should be reported for full-time teachers). Weighting systems are usually used to convert part-time salaries into full-time equivalent salaries and mitigate this bias. However, the weights may be computed differently across countries: based on the teaching time or the working time of full-time teachers, the working time of full-time workers or other methods. The differences in the methods to weight salaries of teachers with partial working arrangements may create also some bias in the comparison of relative salaries.
Source: 2024 OECD survey on methodology to report actual salaries of teachers.
Teachers refer to professional personnel directly involved in teaching students. The classification includes classroom teachers and other teachers who work with a whole class of students in a classroom, in small groups in a resource room, or in one-to-one teaching situations inside or outside a regular class.
School head refers to any person whose primary or major function is heading a school or a group of schools, alone or within an administrative body such as a board or council. The school head is the primary leader responsible for the leadership, management and administration of a school.
Actual salaries refer to the annual average earnings received by full-time teachers/school heads aged 25-64 before taxes. It is the gross salary from the employee’s point of view: it includes the part of social security contributions and pension-scheme contributions that are paid by the employees (even if deducted automatically from the employees’ gross salary by the employer). However, the employers’ premium for social security and pension is excluded. Actual salaries also include work-related payments, such as school-head allowance, annual bonuses, results-related bonuses, extra pay for holidays and sick-leave pay. Income from other sources, such as government social transfers, investment income and any other income that is not directly related to their profession is not included.
Earnings for workers with tertiary education are average earnings for full-time, full-year workers aged 25-64 with an education at ISCED level 5, 6, 7 or 8.
Salary at the top of the scale refers to the maximum scheduled annual salary (top of the salary range) for a full-time teacher (for a given level of qualification of teachers recognised by the compensation system).
Salary after 15 years of experience refers to the scheduled annual salary of a full-time teacher. Statutory salaries may refer to the salaries of teachers with a given level of qualification recognised by the compensation system (the minimum training necessary to be fully qualified, the most prevalent qualifications or the maximum qualification), plus 15 years of experience.
Starting salary refers to the average scheduled gross salary per year for a full-time teacher with a given level of qualification recognised by the compensation system (the minimum training necessary to be fully qualified or the most prevalent qualifications) at the beginning of the teaching career.
Statutory salaries refer to scheduled salaries according to official pay scales. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax” (i.e. before deductions for income tax). Statutory salaries also include additional payments that all teachers or school heads receive and that constitutes a regular part of the annual salary, such as 13th month pay. In the case of school heads, statutory salaries include the management allowance that all school heads receive for managing the school where applicable.
Data on teachers’ salaries at lower and upper secondary level refer only to general programmes.
In most countries, the criteria to determine the most prevalent qualifications of teachers are based on a principle of relative majority (i.e. the level of qualifications of the largest proportion of teachers).
The period of reference for teachers’ salaries is the school year 2023/24 where the school year begins on the second half of the calendar year 2023 and ends in the first half of the calendar year 2024, or otherwise, the school year 2024 where the school year starts in the first half of the calendar year 2024. For ease of reference in the publication, the reference school year is given as 2024.
Salaries were converted into equivalent USD using purchasing power parities (PPPs) for private consumption from the OECD Data Explorer on national accounts (OECD, 2025[14])These PPPs refer to the calendar year and have been adjusted to refer to January 2024 for the conversion of salaries. Tables with salaries in national currency are included in Annex 2 (see Tables X2.3, X2.4, X2.5, X2.6 and X2.7). To calculate the index of change in teachers’ salaries compared to 2015, the deflator for private consumption is used to convert salaries to 2015 prices. Reference statistics used in the calculation (PPPs and deflators for private consumption) are available in Table X2.8 in Annex 2. For more information, please see the methodology section of Education at a Glance 2025 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/fcfaf2d1-en).
In Table D3.2, the ratios of teacher salaries to earnings for similarly educated full-time, full-year workers aged 25-64 are calculated based on weighted averages of earnings of tertiary-educated workers (Columns 2 to 5 for teachers and Columns 10 to 13 for school heads). The weights, collected for every country individually, are based on the percentage of teachers or school heads at each ISCED level of tertiary attainment (see Tables X2.9 and X2.10 in Annex 2). The ratios have been calculated for countries for which these data are available. When data on earnings of workers referred to a different reference year than the 2024 reference year used for salaries of teachers or school heads, a deflator has been used to adjust earnings data to 2024. For all other ratios in Table D3.2 and those in Table D3.5 (available on line), information on all tertiary-educated workers was used instead of weighted averages. Data on the earnings of workers take account of earnings from work for all individuals during the reference period, including the salaries of teachers. In most countries, the population of teachers is large and may influence the average earnings of workers.
For more information, please see the OECD Handbook for Internationally Comparative Education Statistics (OECD, 2018[15]) and Education at a Glance 2025 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/fcfaf2d1-en).
Data on salaries for teachers and school heads are collected from the 2024 joint OECD/Eurydice data collection on salaries of teachers and school heads. Data refer to the school year 2023/24 (or the school year 2024) and are reported in accordance with formal policies for public institutions. Data on earnings of workers are based on the regular data collection by the OECD Labour Market and Social Outcomes of Learning Network.
References
[2] Nagler, M., M. Piopiunik and M. West (2020), “Weak markets, strong teachers: Recession at career start and teacher effectiveness”, Journal of Labor Economics, Vol. 38/2, pp. 453-500, https://doi.org/10.1086/705883.
[9] OECD (2025), Education and Skills, OECD Data Explorer, http://data-explorer.oecd.org/s/5q (accessed on TBD TBD 2025).
[14] OECD (2025), National accounts - Annual purchasing power parities and exchange rates, OECD Data Explorer, http://data-explorer.oecd.org/s/5t (accessed on 2 April 2025).
[12] OECD (2024), Education at a Glance 2024: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/c00cad36-en.
[7] OECD (2023), Education at a Glance 2023: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/e13bef63-en.
[1] OECD (2023), “What do OECD data on teachers’ salaries tell us?”, Policy Brief, OECD Publishing, Paris, https://doi.org/10.1787/de0196b5-en.
[8] OECD (2022), Education at a Glance 2022: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/3197152b-en.
[10] OECD (2022), OECD Economic Outlook, Volume 2022 Issue 2: Confronting the Crisis, OECD Publishing, Paris, https://doi.org/10.1787/f6da2159-en.
[13] OECD (2021), Education at a Glance 2021: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/b35a14e5-en.
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[11] OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en.
[6] OECD (2019), Education at a Glance 2019: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/f8d7880d-en.
[15] OECD (2018), OECD Handbook for Internationally Comparative Education Statistics 2018: Concepts, Standards, Definitions and Classifications, OECD Publishing, Paris, https://doi.org/10.1787/9789264304444-en.
[4] Pont, B., D. Nusche and H. Moorman (2008), Improving School Leadership, Volume 1: Policy and Practice, OECD Publishing, Paris, https://doi.org/10.1787/9789264044715-en.
[3] Qin, L. (2020), “Country effects on teacher turnover intention: A multilevel, cross-national analysis”, Educational Research for Policy and Practice, Vol. 20/1, pp. 79-105, https://doi.org/10.1007/s10671-020-09269-3.
To download the data for the figures and tables in this chapter, click StatLink above.
To access further data and/or other education indicators, please visit the OECD Data Explorer: https://data-explorer.oecd.org/.
Data cut-off for the print publication 13 June 2025. Please note that the Data Explorer contains the most recent data.
Table D3.1. Teachers' statutory salaries, based on the most prevalent qualifications at different points in teachers' careers (2024)
Note: 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 2025 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/fcfaf2d1-en).
1. Year of reference: 2023 (calendar year for Sweden).
2. Data on pre-primary education include salaries of kindergarten teachers (the majority).
3. Data include the average of fixed bonuses for overtime hours for lower and upper secondary teachers.
4. Data exclude the social security contributions and pension scheme contributions paid by the employees.
5. Actual salaries (including teachers of general subjects within vocational programmes in Sweden, and excluding bonuses and allowances in the United States).
Table D3.2. Teachers' and school heads' actual salaries relative to earnings of tertiary-educated workers (2024)
Note: Where the year of reference for the earnings of tertiary-educated workers and the salaries of teachers differ, the earnings of tertiary-educated workers have been adjusted to the reference year used for salaries of teachers using deflators for private final consumption expenditure.
1. Reference year differs from 2024 for salaries of teachers and school heads: 2023 for Czechia, Slovenia and Sweden (calendar year), 2022 for Chile.
2. Data on teachers in pre-primary education include the data for teachers in early childhood education and care.
3. Data on earnings for full-time, full-year workers with tertiary education refer to the whole country: Belgium for the Flemish and the French Communities of Belgium, and the United Kingdom for England and Scotland.
Table D3.3. Teachers' and school heads' average actual salaries (2024)
Note: Where the year of reference for the earnings of tertiary-educated workers and the salaries of teacher differ, the earnings of tertiary-educated workers have been adjusted using deflators for private final consumption expenditure.
1. Reference year differs from 2024: 2023 for Chile (school heads), Czechia, Poland (school heads), Slovenia and Sweden (calendar year); 2022 for Chile (teachers) and France (calendar year).
2. Data on teachers in pre-primary education include the data for teachers in early childhood education and care.
a – category not applicable; b – break in series; d – contains data from another column; m – missing data; x – contained in another column (indicated in brackets). For further control codes, see the Reader’s Guide.
For further methodological information, see Education at a Glance 2025: Sources, Methodologies and Technical Notes (https://doi.org/10.1787/fcfaf2d1-en).
Annual salaries of full-time teachers in public institutions, in equivalent USD converted using PPPs for private consumption, by level of education
Note: For notes on this table and a link to download the data, see Tables and Notes section above.
Ratio of salary, using annual average salaries (including bonuses and allowances) of full-time teachers and school heads in public institutions relative to the earnings of workers with similar educational attainment (weighted average) and to the earnings of full-time, full-year workers with tertiary education, by level of education
Note: For notes on this table and a link to download the data, see Tables and Notes section above.
Annual average salaries (including bonuses and allowances) of teachers and school heads in public institutions, in equivalent USD converted using PPPs for private consumption, by level of education
Note: For notes on this table and a link to download the data, see Tables and Notes section above.