Although teacher workforce and labor market concerns have dominated the field of teacher education for decades in the United States (Darling-Hammond et al., 2017; Garcia et al., 2022), the teacher shortage crisis is a worldwide conundrum. “Even where general teacher supply and demand are in balance, many countries face shortages of specialist teachers and shortages in schools serving disadvantaged or isolated communities” (Organisation for Economic Co-operation and Development [OECD], 2011, p. 10). Student achievement correlates to the economic and societal advancement of nations (Hanushek, 2013), and an effective teacher workforce is pivotal to student learning. Studies confirm that teacher quality is the central school-based predictor of student achievement (Lasley et al., 2006; Vagi et al., 2019) and that years of uninterrupted and efficacious teaching can counteract the learning deficits of students placed at risk (Chetty et al., 2011; Freedman & Appleman, 2009). Although the motivating factors for teachers choosing to enter or stay in a school have changed over the last few decades—usually around issues of turnover brought about by school conditions (Craig, 2020; Geiger & Pivovarova, 2018; Ingersoll et al., 2018), few opportunities for advancement (Guha et al., 2017), burnout (Saloviita & Pakarinen, 2021), lack of prestige (Matete, 2021, Lee et al., 2020), limited autonomy (Warner-Griffin et al., 2018), challenging student behavior in the classroom (Williams et al., 2020), and poor pay (Allegretto & Mishel, 2018)—the need for more teacher workforce proposals has not.

中文翻译：

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教师招聘和保留：本地策略，全球启示

尽管几十年来教师劳动力和劳动力市场问题一直主导着美国教师教育领域（Darling-Hammond 等人，2017 年；Garcia 等人，2022 年），但教师短缺危机是一个全球性难题。“即使在普通教师供需平衡的情况下，许多国家仍面临专业教师短缺以及为弱势或孤立社区服务的学校短缺问题”（经济合作与发展组织 [OECD]，2011 年，第 10 页）。学生成绩与国家的经济和社会进步相关（Hanushek，2013 年），有效的教师队伍对学生学习至关重要。研究证实，教师素质是学生成绩的中心学校预测指标（Lasley 等人，2006 年；Vagi 等人，2019 年）并且多年不间断且有效的教学可以抵消处于危险中的学生的学习缺陷（Chetty 等人，2011 年；Freedman 和 Appleman，2009 年）。尽管教师选择进入或留在学校的动机因素在过去几十年中发生了变化——通常是围绕学校条件带来的人员流动问题（Craig，2020；Geiger & Pivovarova，2018；Ingersoll 等，2018） , 很少有晋升机会 (Guha et al., 2017), 倦怠 (Salovita & Pakarinen, 2021), 缺乏声望 (Matete, 2021, Lee et al., 2020), 有限的自主权 (Warner-Griffin et al., 2018) )、挑战学生在课堂上的行为（Williams 等人，2020 年）和低工资（Allegretto & Mishel，2018 年）——不需要更多教师劳动力提案。