| Abstract [eng] |
This study analyses the factors contributing to teacher shortages at the municipal level in Lithuania and examines how municipalities respond to this problem at the policy level. The aim of the paper is to assess the demographic, socioeconomic and organisational factors associated with teacher shortages in Lithuanian municipalities and to evaluate municipal responses to these challenges. The study is grounded in a labour market model in which the state acts as the main employer, and it applies a decentralised education governance perspective whereby municipalities independently decide how to address teacher shortages. Teacher shortage is operationalised through the student–teacher ratio and analysed with particular attention to the concept of “hidden shortage.” A quantitative research strategy was applied. Statistical data from OSP and ŠVIS for the period 2020–2024, as well as municipal strategic action plans for 2024–2026, were used in the analysis. The data were analysed using descriptive statistics and multiple linear regression. The analysis of municipal strategic action plans was conducted using quantitative content analysis, coding both the identification of teacher shortages and the measures planned to attract and retain teachers. Strategic documents from all 60 municipalities were included in the study. The results showed that organizational factors are a key driver of teacher shortages. The most significant factor associated with teacher shortage in Lithuanian municipalities is teacher workload (β = 0.386, p < 0.001). This finding reflects the logic of a “hidden shortage” meaning that shortages are compensated by increasing the workload of existing teachers rather than by expanding the workforce. The risk of teacher shortage was also found to be higher in larger and economically stronger municipalities. The analysis of municipal strategic action plans revealed that responses to the problem are often fragmented: municipalities tend to prioritise short-term compensatory measures, while workload management receives little systematic attention. The study revealed that teacher shortage and retention processes are closely interrelated, and that measures aimed solely at increasing the supply of teachers, without sufficient attention to working conditions, are likely to have only short-term effects. The findings are relevant for the development of local education policies that focus not only on attracting new teachers, but also on retaining those already working in the system. Keywords: teacher shortage, teacher retention, hidden shortage, workload, municipalities, education policy. |
