Young Elementary Teachers Want to Change Jobs, with 60% Expressing Intent to Leave… A Clear Decline in Teacher Training Popularity

It has been found that over 60% of young elementary teachers are considering changing jobs. This is interpreted as a result of increasing work burdens due to parental complaints and excessive administrative tasks, leading to a significant drop in job satisfaction. Coupled with the declining school-age population, the acceptance thresholds at national teacher training colleges have been on a downward trend for several years.

On the 27th, the Seoul Metropolitan Office of Education Research and Information (SEO) announced the results of the '2024 Seoul Teacher Longitudinal Study.' This survey, which has been conducted since 2021, is the fourth of its kind. A total of 2,503 teachers in their 4th, 8th, 13th, 23rd, and 28th years of service were surveyed across elementary, middle, and high schools in Seoul.

The Intent to Change Jobs is Highest Among Elementary Teachers… Over 60% in Their 8th to 13th Years

According to the survey results, the percentage of elementary school teachers who responded, "I would like to change jobs if given the opportunity," was 42.5%, significantly higher than middle school (34.8%) and high school teachers (34.7%). Notably, among elementary teachers, those in their 8th year (62%) and 13th year (60.8%) had a stronger desire to change jobs compared to those in their 4th year (58%). Among teachers in their 18th year, 41.4% expressed the intent to leave.

In addition, 62.1% of 4th-year elementary teachers answered that they would not remain in their positions until retirement, which contrasts with middle (63.3%) and high school (61.5%) teachers in the same year who generally indicated they would work until retirement.

The burdensome work conditions for elementary teachers were particularly notable. The parental consultation burden score was rated 4.25 out of 5, the highest among all teacher groups. The administrative workload score also recorded a high level at 3.86.

Acceptance Thresholds for Teacher Training Colleges Have Dropped for Three Consecutive Years… Some Selections Down to 7th Grade

Dissatisfaction with the teaching profession is leading to a decline in the preference for teacher training colleges. Although teachers have been ranked as the most desired occupation by youth for 18 consecutive years, according to the 'Current Status of Career Education in Elementary and Secondary Schools' survey published annually by the Ministry of Education and the Korea Research Institute for Vocational Education and Training, the reality is changing.

An analysis by Jongno Academy found that the average acceptance threshold for five teacher training colleges, including Seoul, Chuncheon, Gwangju, Cheongju, and Korea National University of Education for the 2025 academic year, was calculated at 3.61. This is a continuous decline from the 2023 academic year (2.74) and 2024 academic year (3.22). In some special selections, the acceptance threshold has dropped to the 7th grade range.

The number of unfilled slots for new freshmen at 10 teacher training colleges nationwide has been increasing annually. In the 2020 academic year, there were 8 unfilled slots, 9 in 2021, 16 in 2022, 22 in 2023, and 23 in 2024, indicating a steady trend.

Im Sung-ho, the CEO of Jongno Academy, analyzed, "The decline in acceptance thresholds for teacher training colleges is very evident, and the magnitude of the drop is increasing." He added, "This is a result of diminishing preference for teaching among not only top students but also those in the middle tier." He emphasized the need to re-evaluate teacher training policies, considering the situation where acceptance thresholds have fallen to the 6th or 7th grade levels.

The Reality of Teaching… Losing Honor, Satisfaction, and Compensation

The high intent to leave the profession among teachers and falling acceptance thresholds at teacher training colleges stem from deep dissatisfaction among current teachers.

SEO stated, "While teachers' responsibilities are increasing, feelings of achievement, fulfillment, and compensation fall short of expectations," diagnosing that "the teaching profession is degrading into one that cannot properly achieve any of honor, achievement, fulfillment, or economic rewards."

There is a growing sense of crisis in the education sector regarding elementary teaching positions. Warnings have been made that without restoring teacher rights and normalizing workloads, the trend of avoiding the teaching profession will become even more pronounced.

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