See Source section for more information and Annex 3 for notes (https://doi.org/10.1787/f8d7880d-en.). Minimum wages in the United States, by state 2020, Monthly real average hourly earnings for all employees in the U.S. 2019/20, Mean annual wage in the U.S., by major occupational group 2019. This is usually linked to recent reforms related to the compensation system and/or qualification requirements for teachers. Salaries were converted using purchasing power parities (PPPs) for private consumption from the OECD National Accounts database. The salaries and benefits applicable to Official staff are specified in the Staff Regulations for Official Staff. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Actual salaries also include work-related payments, such as school-head allowance, annual bonuses, results-related bonuses, extra pay for holidays and sick-leave pay. Statutory salaries may refer to the salaries of teachers with a given level of qualification recognised by the compensation system (the minimum training necessary to be fully qualified, the most prevalent qualifications, or the maximum qualification), plus 15 years of experience. For each country, teachers’ statutory salaries can vary by level of education and by level of experience. Primary teachers earn 84% of the benchmark salary, lower secondary teachers 88% and upper secondary teachers 93% (Table D3.2a). Teachers' salaries are the average gross salaries of educational personnel according to official pay scales, before the deduction of taxes, including the employee's contributions for retirement or health care plans, and other contributions or premiums for social insurance or other purposes, but less the employer’s contribution to social security and pension. Includes the social security contributions and pension-scheme contributions paid by the employers. In at least three-quarters of countries and economies with available data, the minimum qualifications to enter the teaching profession are also the most prevalent qualifications of teachers. “Under the Abbott, Turnbull and Morrison governments, we have seen a relentless drive to cut funding and thus educational opportunity to public schools,” Ms Haythorpe said. Minimum salary refers to the most prevalent qualification (master’s degree) and maximum salary refers to the highest qualification (education specialist or doctoral degree). In contrast, in both Canada and the United Kingdom, the variation across subnational entities was greater for starting salaries than for salaries at the top of the scale. OECD.Stat enables users to search for and extract data from across OECD’s many databases. Note: The definition of school heads' minimum qualifications is based on a broad concept, including the typical ISCED level of attainment and other criteria. This results from relatively flat/compressed salary scales in a number of these countries (Tables D3.1c and D3.6, available on line). In both the United Kingdom and the United States, the subnational variation in actual salaries was much greater among school heads than among teachers. kindergarten school heads only for pre-primary education. However, there may be some benefits to compressed pay scales. Extracts from publications may be subject to additional disclaimers, which are set out in the complete version of the publication, available at the link provided. Data at the subnational level illustrate the variations in pay systems within countries (Box D3.2). Among the 22 countries and economies with available data (for at least one level), actual salaries of teachers amount to 65% or less of earnings of similarly educated workers in the Czech Republic (primary and secondary) and the United States. The decisions of the IEA Executive Director on those matters shall be taken in accordance with these Staff Regulations, Rules and Instructions. Subnational data provided by four countries (Belgium, Canada, the United Kingdom and the United States) illustrate these variations at the subnational level. As with teachers, there are only a few countries with available data for this relative measure of school heads’ salaries. Included in this amount are all salaries and wages but also other unearned income on investments or capital gain. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. For example, while teachers with the most prevalent qualifications in both the Czech Republic and Israel will reach the top of their scale within approximately 32-36 years, maximum statutory salaries in the Czech Republic are only 32% higher than starting statutory salaries, compared to 105% higher in Israel (Table D3.3a, available on line). Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations. Source: OECD (2019), Table D3.1b available on line and Table D3.10. The minimum qualifications required to teach at a given level of education in the public school system refers to the minimum duration and type of training required (based on official documents) to enter the profession. At primary and secondary levels, the actual salaries of older teachers (aged 55-64) are, on average, 35-37% higher than those of younger teachers (aged 25-34), but this difference between age groups varies considerably between countries and economies. The allowances given to teachers in addition to their salaries gives some insight into this. The relative salary of teachers is lowest in the Slovak Republic at the pre-primary level, where teachers’ salaries are 50% of those of tertiary-educated workers, in the United States at the primary level (63% those of tertiary-educated workers), and in the Czech Republic at primary and secondary levels where they reach 64% to 66% of those of tertiary-educated workers. However, statutory salaries are just one component of teachers’ and school heads’ total compensation. progress to reach the top of the salary scale after 35 years of service. For example, in New Zealand there is no separate lower secondary system. The difference between minimum salaries for school heads (with minimum qualifications) and starting salaries for teachers (with the most prevalent qualifications) increases with levels of education: 23% on average across OECD countries and economies at pre-primary level, 33% at primary level, 44% at lower secondary level and 45% at upper secondary level. 5. School heads are less likely than teachers to receive additional compensation for performing responsibilities over and above their regular tasks. However, for countries with similar statutory salaries at primary and secondary levels, these difference in salaries per teaching hour between primary and secondary teachers may disappear when comparing salaries per hour of working time, as teachers’ statutory working time is usually similar at primary and secondary level (see Indicator D4). Teachers may also be required to have some responsibilities or perform some tasks without additional compensations (see Indicator D4 for the tasks and responsibilities of teachers).Taking on other responsibilities, however, often entails some sort of extra compensation. “What is most concerning is that these figures are from 2016. (Tables D3.11 and D3.7, available on line). Czech Republic, Primary, 15 years' experience, 2019: 26 425 US dollars Czech Republic, Upper secondary,15 years' experience, 2019: 26 425 US dollars. Please create an employee account to be able to mark statistics as favorites. Actual salaries of school heads are higher than those of teachers, and the premium increases with levels of education. 1. Includes the average of fixed bonuses for overtime hours. Source: OECD (2019). Data refer to the school year 2017/18 (for statutory salaries) or 2016/17 (for actual salaries) and are reported in accordance with formal policies for public institutions. Table D3.1a Teachers’ statutory salaries, based on the most prevalent qualifications at different points in teachers’ careers (2018), WEB Table D3.1b Teachers’ statutory salaries, based on the most prevalent qualifications at a given level of education (2018), WEB Table D3.1c Teachers’ statutory salaries, based on the minimum qualifications to enter the teaching profession (2018), Table D3.2a Actual salaries of teachers and school heads relative to earnings of tertiary-educated workers (2018), WEB Table D3.2b Teachers’ statutory salaries relative to earnings of tertiary-educated workers (2018), WEB Table D3.2c Teachers’ actual salaries relative to earnings of tertiary-educated workers, by age group and by gender (2017), WEB Table D3.2d School heads’ statutory salaries relative to earnings of tertiary-educated workers (2018), WEB Table D3.3a Comparison of teachers’ statutory salaries, based on the most prevalent qualifications of teachers by level of education (2018), WEB Table D3.3b Comparison of teachers’ statutory salaries, based on the minimum qualifications required to enter the teaching profession in the reference year (2018), Table D3.4 Average actual salaries of teachers and school heads, by age group and by gender (2017), WEB Table D3.5a Trends in teachers’ salaries, based on most prevalent qualifications at different points in teachers’ careers, between 2000 and 2018, WEB Table D3.5b Trends in teachers’ salaries, based on minimum qualifications on entry to the profession, between 2000 and 2018, WEB Table D3.6 Starting/maximum teachers’ statutory salaries, based on minimum/maximum qualifications (2018), WEB Table D3.7 Criteria used for base salaries and additional payments awarded to teachers in public institutions, all level of education (2018), WEB Table D3.8 Decision-making level for criteria used for determining teachers’ base salaries and additional payments, by level of education (2018), WEB Table D3.9 Structure of compensation system for school heads (2018), Table D3.10 Minimum / maximum school heads’ statutory salaries, based on minimum qualifications (2018), WEB Table D3.11 Criteria used for base salaries and additional payments awarded to school heads in public institutions, by level of education (2018), WEB Table D3.12 Decision-making level for criteria used for determining schools heads’ base salaries and additional payments, by level of education (2018). On average across OECD countries and economies, school heads’ salaries are at least 25% higher than earnings of tertiary-educated workers at primary and secondary levels. They influence decisions to enrol in teacher education, to become a teacher after graduation, to return to the teaching profession after a career interruption and/or to remain a teacher (in general, the higher the salaries, the fewer the people who choose to leave the profession) (OECD, 2005[1]). Despite this calculation the median wage in … ", Office for National Statistics (UK), Average annual wages and salaries per households in the United Kingdom (UK) in 2018/19, by decile group (in GBP) Statista, https://www.statista.com/statistics/811418/average-annual-wages-and-salaries-per-household-uk/ (last visited October 08, 2020), We use cookies to personalize contents and ads, offer social media features, and analyze access to our website. In your browser settings you can configure or disable this, respectively, and can delete any already placed cookies. OECD data on teachers’ salaries are limited to information on statutory salaries at four points of the salary scale: starting salaries, salaries after 10 years of experience, salaries after 15 years of experience and salaries at the top of the scale.