OECD TALIS 2024: NZ Teachers Lack Confidence in Core Teaching Skills, Govt Acts

The latest OECD Teaching and Learning International Survey (TALIS) 2024 has revealed concerning results about the readiness of newly trained teachers in New Zealand. According to the report, initial teacher education (ITE) is failing to equip many new graduates with the necessary confidence and skills to succeed in the classroom.

Education Minister Erica Stanford acknowledged the findings, noting that 62% of graduate teachers lack confidence in teaching the content of all the subjects they handle, and 54% are unsure of how to teach these subjects effectively using proper pedagogical approaches.

“These results are significantly lower than many comparable OECD countries at all levels of experience and substantially lower than what was last recorded in 2018,” Ms. Stanford said. “Building the workforce of the future is one of our six priority areas, and it’s concerning to see new teachers insufficiently prepared for the classroom.”

Government Plans Comprehensive Education Reform

In response, the Government is implementing a comprehensive education reform agenda to strengthen ITE quality. Stanford stated that measures include:

• Updated programme requirements for teacher education providers.

• Stronger oversight and clearer policy direction to ensure consistent quality.

• Ongoing professional development for teachers to adapt to curriculum changes.

“I remain committed to supporting teachers with training and professional development, particularly when it comes to the curriculum changes we are progressing. I intend to announce further decisions in due course,” the Minister said.

Teachers Embrace Digital Tools and AI in the Classroom

While confidence in core teaching content is low, the report found teachers are enthusiastic adopters of technology. New Zealand teachers are among the highest users of digital tools and artificial intelligence (AI) for teaching and learning compared to other OECD nations.

The survey noted that many teachers want to continue developing their digital skills, showing a strong appetite for integrating AI and new technologies into classroom practice.

Improved Job Satisfaction and Perceptions of Value

Despite challenges in training and workload, the survey revealed encouraging results in teacher satisfaction. Approximately 85% of teachers report enjoying their job, their workplace, and teaching itself.

Moreover, around two-thirds feel valued by students and parents, and half of all teachers are satisfied with their salary — a marked improvement from 36% in 2018.

Rising Learning Support Needs in Schools

A major shift highlighted by TALIS 2024 is the increase in students with learning support needs. Between 2018 and 2024, the proportion of Year 7–10 teachers working in schools where principals reported that at least 10% of students required learning support rose dramatically — from 19% to 77%.

This finding aligns with government efforts to boost support for students and teachers. Through Budget 2025, the Government allocated $750 million — described as “the most significant investment in learning support in a generation.” The funding aims to expand specialist and support staff resources in schools nationwide.

Investing in the Future of New Zealand Education

Minister Stanford reaffirmed her commitment to ensuring teachers are empowered to meet future challenges:

“We are firmly committed to backing teachers to succeed in the classroom and deliver the world-leading education Kiwi kids deserve.”

The TALIS 2024 findings serve as both a warning and a roadmap — highlighting urgent areas for improvement while celebrating progress in digital adoption, teacher satisfaction, and system-wide support initiatives.