The ongoing decline in the school-age population has led to a projected reduction in the recruitment of new teachers for public kindergartens and elementary and secondary schools across the country. The Education Ministry announced that the number of new public teachers for the 2027 academic year is expected to be 9,889, a decrease of 343 (3.3%) from this year. The most significant cut is in secondary school teacher recruitment, which has dropped nearly 40% compared to the previous year, prompting strong backlash from education groups who warn that national educational reforms, including the high school credit system and AI digital education, may face setbacks.
On August 5, the Education Ministry released a preliminary announcement based on data from 17 regional education offices regarding the selection of candidates for public positions in kindergartens, elementary, secondary, special education, health, nutrition, librarians, and professional counseling teachers. According to the announcement, the total number of new public teachers planned for next year is 9,889, down from the final recruitment figure of 10,232 for the 2026 academic year.
Breaking it down by level, the number of kindergarten teachers is set at 592, a decrease of 76 (11.4%) from last year’s 668. For elementary teachers, 2,821 positions will be filled, down 292 (9.4%) from 3,113 the previous year. The most drastic reduction is in secondary school teachers, with 4,387 positions available, a staggering drop of 2,760 (38.6%) from this year’s final selection of 7,147.
In contrast, the recruitment of special and non-core teachers has seen slight increases. The number of special education teachers will rise to 1,056, an increase of 181 from last year. Health teachers will be selected at 362, nutrition teachers at 261, librarians at 102, and professional counselors at 308, all showing slight expansions compared to the previous year.
In response to the anticipated reduction in new teacher recruitment, education groups quickly issued statements and press releases condemning the decision. They criticized the government for reducing the number of teachers while promoting the implementation of the high school credit system and the cultivation of future talent in AI, describing it as a case of administrative dissonance.
The Korean Federation of Teachers' Associations (KFTA) stated, "The full implementation of the high school credit system in 2025 requires securing teachers for each subject to guarantee students' choice of courses. Reducing the recruitment of secondary teachers by 2,760 will make it difficult for schools in small cities and rural areas to offer elective courses, increasing reliance on itinerant teachers, which will ultimately harm students."
KFTA also emphasized that with one in four high school teachers being temporary staff, there is an urgent need to increase the number of regular teachers to address the issue of non-regular employment in schools. They called for a shift in the teacher recruitment system to consider not just student numbers but also class sizes and the number of subjects offered.
The Teachers' Union Federation (TUF) also expressed concern, stating, "The government’s recent announcement in June regarding the medium- to long-term recruitment goals for secondary teachers (4,700 to 5,100) has been drastically reduced, falling short of even the minimum target." They pointed out that despite the government's focus on training future talent in AI and digital education, there is a severe shortage of support staff, such as teachers dedicated to basic academic skills.
The National Teachers' Union (NTU) joined the criticism, stating, "The government's policy of reducing educational funding and teacher numbers under the pretext of a declining school-age population is a continuation of its previous approach." They refuted the Education Ministry's explanation that the reduction in secondary teachers is an adjustment to previous levels, arguing that schools are already struggling with increased reliance on itinerant and temporary teachers and the burden of multi-subject classes.
Regarding the increase in special and non-core teachers, NTU acknowledged it as a necessary measure but stated that it is insufficient to address the growing demand for basic academic skills, emotional crisis support, and multicultural education, as well as the accumulated shortage of legally mandated positions. They pointed out that even with a decrease in student numbers, the costs and personnel needed for teaching subjects, managing classes, and maintaining facilities do not decrease proportionately.
The three major teacher organizations collectively stated that while the increase in special and non-core teachers is a necessary step, it is far from adequate to meet the surging demand and the accumulated shortage of legally mandated positions.
KFTA President Kang Joo-ho emphasized, "The decline in student numbers should not justify the reduction of teachers. Instead, we must actively address overcrowded classrooms to implement truly personalized education for students. If there is a genuine commitment to future education and a desire to present a vision for education, significant teacher recruitment is essential to enhance the quality of education."
TUF Chairperson Song Soo-yeon urged, "We must abandon the outdated calculation of 'student numbers versus teacher numbers' and establish a new recruitment model that reflects the actual workload and educational conditions in schools. The final recruitment announcement in September should significantly increase the number of positions available."
NTU Chairperson Park Young-hwan also stressed, "The government must stop the reduction of teachers that undermines the foundation of public education, driven by cost-cutting logic, and shift the criteria for determining teacher numbers to reflect class sizes, the number of subjects offered, regional educational conditions, and the demand for educational welfare, rather than just student numbers."
Meanwhile, the specific number of positions and exam schedules for the 2027 public recruitment exam will be finalized and announced on September 9 for kindergartens, elementary, and special education, and on September 30 for secondary, special (secondary), health, nutrition, librarians, and professional counseling teachers through the respective regional education office websites.
* This article has been translated by AI.
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