The persistent teacher shortage in Sweden over the past five decades has significantly impacted the education system (Berglund & Bostedt, 2023). This shortage stems from policy decisions, societal attitudes towards the teaching profession, and demographic changes. Educational reforms, including structural, curricular, and teacher training changes, have inadvertently exacerbated the shortage. The 1990s decentralization of the school system shifted significant responsibilities from the state to municipalities, resulting in disparities in resource allocation and teacher support (Åstrand, 2023). Frequent curriculum and teaching standards changes have also created instability within the profession (Boström, 2023). The teaching profession in Sweden has seen a decline in status and attractiveness. The perception of teaching as a less prestigious career has deterred many from entering the field. Additionally, increasing administrative burdens and challenging working conditions have led to high attrition rates among teachers (Boström et al., 2022). Demographic shifts in Sweden have further contributed to the teacher shortage. An aging population has led to higher retirement rates among teachers, while fluctuating birth rates have created periods of increased demand for new teachers (Boström, 2023). The research questions addressed are how and which reforms seem to have affected the teacher shortage the most. The study is based on a meta-analysis, which has combined data from multiple studies and statistical data to provide a comprehensive overview of the problem. Key reforms identified in the research include decentralization, teacher education, and salary and working conditions reforms. The decentralization reform aimed to provide more autonomy to local authorities but resulted in uneven resource distribution and support, leading to significant disparities in educational quality across regions (Åstrand, 2023). The lack of a cohesive national strategy has hindered uniform solutions to the teacher shortage. Reforms in teacher education have been frequent and often reactive. Changes in certification requirements and training programs have sometimes been implemented without adequate consultation with educators, leading to confusion and inconsistency in teacher preparation. These reforms have not always aligned with the practical needs of schools, further exacerbating the shortage (Berglund & Bostedt, 2023). Efforts to improve teacher salaries and working conditions have been inconsistent. While some initiatives have aimed to raise salaries, they have not kept pace with inflation or the salaries of other professions. Additionally, reforms intended to reduce administrative burdens have often fallen short, leaving teachers with significant non-teaching responsibilities that detract from their primary educational roles (Boström et al., 2022).

Åstrand, B. (2023). The Education of Teachers in Sweden: An Endeavour Struggling with Academic Demands and Professional Relevance. In: Elstad, E. (eds). Teacher Education in the Nordic Region. Evaluating Education: Normative Systems and Institutional Practices. Springer, Cham. https://doi.org/10.1007/978-3-031-26051-3_4 Berglund, T. & Bostedt, G. (2024). Att förstå lärarbristen i Sverige – från probleminriktade till förståelseinriktade analyser. [Understanding teacher shortage in Sweden - from problem-oriented to understanding-oriented analyses] Report. Mid Sweden University. https://miun.diva-portal.org/smash/get/diva2:1827001/FULLTEXT01.pdf Boström, L. (2023). Boström, L. What is the problem and how can we solve it? School authorities’ perceptions of the shortage of teachers in Sweden. Educ Res Policy Prac 22, 479–497. https://doi.org/10.1007/s10671-023-09350-7. Boström, L., Bostedt, G. & Håkansson Lindqvist, M. (2022). Den allvarliga lärarbristen i Sverige – hur kunde detta hända och vad kan vi göra? The serious teacher shortage in Sweden – how could this happen and what can we do? Paideia, 22, 6-20. https://tidsskrift.dk/Paideia/article/view/133147