Addressing teacher shortages: Policy and practical experiences from China

Abstract

Teacher shortage is a global challenge that has attracted considerable attention from both governments and scholars. In response, many countries have implemented various strategies to ensure an adequate supply of qualified teachers, particularly in developing areas. Over the past two decades, China has adopted a series of targeted policies and accumulated substantial practical experience in addressing this issue. However, these efforts remain largely underexplored in international discourse. This study aims to articulate and analyze China’s policy response to teacher shortages by drawing on national-level practices. Using a qualitative research design, it systematically examines teacher supply policies issued between 2000 and 2025 through the collection and coding of official documents. The findings indicate that teacher shortages have been especially acute in rural regions. To tackle this challenge, the Chinese government has implemented policies across three key stages: 1) pre-service training phase, such as the training of free normal students; 2) initial distribution phase, assigning new graduates to underserved areas via government-supported initiatives; and 3) redistribution phase, mobilizing experienced or retired teachers through rotation, exchange, and support mechanisms. Collectively, these integrated strategies have significantly strengthened the national teaching force and offer valuable insights for the global education community.

Document Type: Original article

Cited as:

Zhang, M., Fang, T. T., & Jiang, Q. H. (2025). Addressing teacher shortages:Policy and practical experiences from China. Education and Lifelong Development Research, 2(2): 81-89. https://doi.org/10.46690/elder.2025.02.05

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