Teacher Movement (in and out of the workforce)
Information on teachers entering (both new teachers and those returning after a break) and leaving teaching.
In 2018, the Ministry released a new set of teacher workforce data series based on annual data rather than the previously used point in time series. As part of improving our information base we are developing a teacher movement data series from this annual teacher workforce data to describe the ways in which teachers move into teaching, move between positions and schools and leave teaching.
This is the first set of the series and includes those who are entering the regular teaching workforce, and those who were in permanent and fixed term positions and are no longer in the teacher workforce. These measures are useful as they:
- Help identify the extent to which the teacher workforce is being replenished by newly trained teachers vs those who have taught previously
- Provide an indication of the characteristics and numbers of teachers who are no longer involved in any form of teaching in state and integrated schools.
In 2018, 4,040 teachers entered the regular teaching workforce, of which 2,114 entered the primary school level and 1,926 entered the secondary school level.
Entering rates at primary and secondary school levels gradually increased from 2011 to 6.1% and 7.4%, respectively, in 2018 (Figure 1).
Since 2011, the national rate of regular teachers entering the workforce (entering rate) have been increasing. In 2018, the national entering rate increased to 6.7%.
Figure 1: Entering rates by sector (2005 - 2018)
At primary school level, there were increases in entering rates of all three types of entering teachers since 2011. New-trained teachers entering the workforce had the greatest increase and accounted for the majority of the entering teachers.
Figure 2: Primary teacher entering rates, by type of entry (2005 - 2018)
At secondary school level, there were also increases for all three types of entering teachers since 2011. New-trained teachers account for the majority of the entering teachers. However, Returning teachers had the greatest rate increase in 2018 (up from 2.3% of teachers to 2.7%).
Figure 3: Secondary teacher entering rates, by type of entry (2005 - 2018)
Regionally, the majority of the teachers entering the workforce were concentrated in five regions with the highest populations (refer to the chart below). Since 2011, there were increases in entering rates in all five regions with Auckland experiencing the sharpest increase.
Figure 4: Entering rates by region (2005 - 2018)
In 2018, 3,267 teachers left the regular teaching workforce, of which 1,706 left the primary school level and 1,561 left the secondary school level.
Leaving rates vary over time but have consistently been between 4.0% and 7.0% since 2011. In 2018, the national leaving rate decreased to 5.5%.
The leaving rate at primary school level has always been lower than that of secondary school level. Leaving rates at primary and secondary school levels decreased to 5.0% and 6.0%, respectively, in 2018.
Figure 5: Leaving rates by sector (2005 - 2018)
Regionally, the majority of the teachers leaving the workforce were concentrated in the five regions with the highest populations. Since 2011, there were decreases in leaving rates in four of these five regions. The exception was Waikato where the leaving rate remained higher than 2011 but had a slight decrease in 2018.
Figure 6: Leaving rates by region (2005 - 2018)
Teacher Movement by Selected Dimensions
This spreadsheet provides a time series of Teacher Head Count and FTTE in a single table for each state and state integrated schools.
Teacher Movement Definitions and Methodologies
Teachers are grouped into the primary or secondary sector depending on the type of the school they work in. The primary sector includes all primary schools, intermediates and special schools. The secondary sector includes all secondary schools and composite schools (including Te Kura, the correspondence school).