The teacher shortage in Sweden: an unexplored area with various views on causes and solutions

The background of this study is the accelerating teacher shortage in Sweden. Various stakeholders have expressed their views on the issue, but not those working with pupils. Therefore, this study is focused on seven professional groups who responded via an online survey to statements about causes of and solutions to the teacher shortage. The statements had previously emerged from national and regional dialogues with policy makers. The results showed that most of the statements were relevant, but not the imbalance between men and women or views on knowledge and teacher certification. Regarding solutions, respondents agreed with most of the proposed solutions, but not more independent schools or shorter teacher training programs. Many significantly different perceptions also emerged between stakeholders regarding the causes of the teacher shortage. The perceptions of student health staff differed significantly from those of the other stakeholders. Compared to the other groups, they considered the teacher shortage to be due to curriculum reforms, conditions for teachers, drop-outs from the teaching profession, the number of pupils, and the view of knowledge. Principals and qualified teachers also showed different perceptions of the media debate and workload as causes of the teacher shortage. Regarding solutions, the views of authorized and unauthorized teachers differed. The study utilized wicked problem (what the problem is represented to be) and coordination theories as theoretical frameworks. The results confirm the usefulness of wicked problem theory. Regarding causes and possible solutions, the multiactor design of this study shows variation in representations of the problem. This variation in views on which solutions are preferable/most important provides a basis for the need for further analysis and public discussion of the teacher shortage, as well as concern about the possibilities for coordinated efforts.