Since the 1990s, in both high- and low-income countries, ministries of education have found it difficult to attract and retain capable and motivated educators, with negative effects on the quality of education and ultimately on student performance. The reasons for this decline in status are different in high- and low-income countries. In the latter, it is the result of a massive expansion of access to education. To meet enrolment targets, many countries increased their teaching work force considerably, often by lowering entry qualifications and recruiting non-professional and contract teachers. This has contributed to a de-professionalization of the teaching profession, reducing its status and appeal. On the other hand, in high-income countries unattractive employment packages and difficult working conditions are turning many candidates away from the job and affecting the motivation of practising teachers. In both contexts, these factors have contributed to what Bennell and Akyeampong (2007) have termed a 'teacher motivation crisis'. In this brief, the International Institute for Educational Planning (IIEP) reviewed a wide range of career structures and categorized them into four main models of career organization: (1) single salary schedule; (2) bonus pay; (3) salary progression based on evaluation; and (4) career ladders and pathways.