Understanding the paradox of primary teacher shortage in low‐income countries: Insights from Malawi

Abstract Malawi faces a persistent and chronic teacher shortage, particularly at the primary school level, with much of the challenge attributed to teacher supply constraints. While the causes of teacher shortages are known to be complex and context‐dependent, there remains a lack of in‐depth, country‐specific research to guide effective policies, especially in low‐income countries where the problem is most acute. This study addresses this gap by examining the nature and underlying causes of primary teacher shortages in Malawi. We adopted a qualitative, multiperspectival research design involving in‐depth interviews with key practitioners and policymakers engaged in teaching, teacher education, recruitment, deployment, policy and funding. Participants included permanent and contract teachers, a headteacher, teacher training college principals, senior government officials in education, a teachers' union representative, a primary education advisor, a civil society representative and international development partners. Findings derived through thematic analysis revealed a multidimensional crisis characterised by persistent staffing gaps, high pupil–teacher ratios, and geographic disparities in teacher distribution. Contrary to the dominant narrative of supply‐side constraints, the study identified a surplus of qualified but unemployed teachers. The core issue lies in policy and systemic failures, particularly the government's inability to recruit teachers due to fiscal limitations linked to debt servicing and externally imposed wage bill restrictions. This presents a paradox: a teacher shortage at the school level coexisting with teacher unemployment in the country. Our findings offer new insights into the structural causes of teacher shortages and highlight the urgent need to address existing policy failures. We conclude with recommendations that may help in addressing the current teacher recruitment policy failures and make the teaching profession more attractive and sustainable.