„Evidence from across international jurisdictions shows that high achieving students express greater interest in teaching in contexts where teaching is perceived as a high-status profession. High performing systems with higher levels of initial and ongoing teacher education have fewer issues with teacher recruitment. In these systems, greater interest in teaching as a career from high achieving students is generated by the perceptions of the status and intellectual challenge of teaching and this translates to more competition that, in turn, raises entry standards.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 9.