Teacher shortage in Italy varies by educational level following differing requirements for initial teacher education (Magni 2024). In primary education, the degree regulates enrollment to match regional needs; however, these graduates are also employed in pre-school, and their quantity is insufficient to meet the growing demand in this sector. In secondary education, aspiring teachers must hold a subject-specific Master’s degree and then complete postgraduate education. Since the last structured reform in 2015/16, only interim solutions have been made available, with universities now offering varied pathways into the profession. Policy responses to this shortage are often short-term, relying on emergency hiring measures that compromise teacher quality at the expense of school leaders, who have to take quick decisions. Many secondary teachers enter the profession as a fallback later in life, drawn by social protections associated with teaching. Moreover, the proliferation of online universities offering fast-track qualifications has further diluted the focus on rigorous training. The lack of career advancement opportunities contributes to the problem. The system has no mid-level positions, leaving teachers with flat career trajectories (Frison 2023). While in-service training has occasionally been mandatory, it is now voluntary, placing the responsibility for professional development on individual teachers. Finally, low salaries characterize the teaching profession in Italy, rising costs of living and regional disparities – facts which make the profession increasingly unattractive. These economic pressures and systemic weaknesses mirror European challenges (UNESCO, 2024), demanding comprehensive reforms and targeted research to sustain the teaching profession. Research on this topic remains relatively unexplored despite its urgency. Frison (2023) highlights the growing trend of second-career teachers as a response to the shortage, while Magni (2024) critiques the inconsistency of reforms in teacher education. These insights underscore the need for further investigation into the causes of shortage to inform policies. This presentation contextualizes the multifaceted challenges of the teacher shortage in Italy, followed by empirical findings from semi-structured interviews (Choen & Manion, 2018) with school principals. The qualitative study aimed at exploring n=10 school principals’ experiences with teacher shortage in Italy, their approaches to managing the entry of new teachers (including practices of welcoming, onboarding, and familiarization), and the strategies they implement to attract and retain educators within their school clusters. The findings aim to contribute to a deeper understanding of the systemic reforms needed to sustain the teaching profession in Italy.

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