WHAT ARE THE COMPLETE POLICIES ON SALARIES AND BENEFITS FOR TEACHERS UNDER THE CURRENT TEACHERS LAW 2025?

The complete policies on salaries and benefits for teachers are specifically regulated in Chapter V of the Teachers Law 2025, effective from January 1, 2026. Details are below. Let’s explore more with Pham Consult!

What are the complete policies on salaries and benefits for teachers under the current teachers law 2025?

The complete policies on salaries and benefits for teachers are specifically regulated in Chapter V of the Teachers Law 2025, effective from January 1, 2026.

First, salaries and allowances for teachers

(1) Salaries and allowances for teachers in public educational institutions are regulated as follows:

– Teachers’ salaries are ranked highest in the administrative and public service salary scale system;

– Professional incentive allowances and other allowances according to the nature of the work and region as prescribed by law;

– Preschool teachers; teachers working in ethnic minority areas, mountainous areas, border areas, islands and areas with particularly difficult socio-economic conditions; teachers teaching in specialized schools; teachers implementing inclusive education; teachers in some specific fields and professions are entitled to higher salaries and allowances than teachers working under normal conditions.

(2) Salaries of teachers in non-public educational institutions are implemented according to the provisions of the law on labor.

(3) Teachers working in industries and professions with special regulations are entitled to special benefits as prescribed by law and are only entitled to the highest level if that policy coincides with the policy for teachers.

Secondly, policies to support teachers

(1) Policies to support teachers include:

– Allowances based on the nature of work and region;

– Support for training and professional development;

– Support for periodic health care and occupational health care;

– Mobility allowance for teachers working in literacy programs, universal education, secondment, supplementary teaching, inter-school teaching, and teaching at school locations;

– Other support policies for teachers as prescribed by the law on civil servants, labor law, and other relevant laws.

(2) In addition to the policy mentioned in item (1), teachers working in ethnic minority areas, mountainous areas, border areas, islands and areas with particularly difficult socio-economic conditions; teachers teaching in specialized schools; teachers implementing inclusive education; teachers teaching ethnic minority languages; teachers providing enhanced Vietnamese language instruction for ethnic minority students; teachers teaching gifted subjects and arts are entitled to some support policies in the following policies:

– They are entitled to rent public housing according to the law on housing or be guaranteed collective housing when working in ethnic minority areas, mountainous areas, border areas, islands and areas with particularly difficult socio-economic conditions. If collective housing or public housing cannot be arranged, they will be supported with housing rental allowances at the level of support for renting public housing as prescribed by law;

– Supported with travel expenses during work in areas with particularly difficult socio-economic conditions as prescribed by law;

– Allowances and subsidies according to target groups.

(3) Localities and educational institutions have policies to support teachers to ensure their livelihood and professional development in accordance with the practical conditions and financial resources of the locality and educational institution.

Third, policies to attract and value teachers

(1) Target groups benefiting from policies to attract and value teachers include:

– People with high qualifications, talented people, people with special aptitudes, and people with high professional skills;

– People coming to work in ethnic minority areas, mountainous areas, border areas, islands and areas with particularly difficult socio-economic conditions;

– Teachers performing teaching, education, and scientific research tasks in some key and essential fields according to the needs of socio-economic development.

(2) The policy of attracting and utilizing teachers includes priority in recruitment and acceptance; salary and allowances; training and professional development; planning and appointment; working conditions and equipment; welfare and other policies as prescribed by law.

(3) Localities and educational institutions have policies to attract and utilize teachers in accordance with the practical conditions and financial resources of the locality and educational institution.

Fourth, retirement regime for teachers

(1) The retirement age of teachers is implemented according to the provisions of the Labor Code and other relevant laws, except for the cases specified in Clause 2 of this Article and Article 27 of the 2025 Law on Teachers.

(2) Teachers in preschool education institutions, if they so wish, may retire at an age lower than the retirement age of employees under normal conditions, but not more than 05 years. In cases where individuals have contributed to social insurance for 15 years or more, the percentage of pension benefits will not be reduced due to early retirement.

Fifth, the higher retirement age scheme for teachers in public educational institutions.

(1) Those eligible for retirement at a higher age include teachers with the title of professor, associate professor, or doctoral degree, and teachers working in specialized fields or disciplines.

(2) Retirement at a higher age is implemented when the educational institution has a need; the teacher is in good health, volunteers, and meets the standards and conditions of the educational institution.

(3) The retirement age is stipulated as follows:

– Not exceeding 5 years for teachers with a doctoral degree;

– Not exceeding 7 years for teachers with the title of associate professor;

– Not exceeding 10 years for teachers with the title of professor.

(4) During the period of implementing the retirement at a higher age as stipulated in Clause 3 of this Article, teachers shall not hold management positions.

6 What are the principles of teacher management and development?

Article 5 of the 2025 Law on Teachers stipulates six principles for the management and development of teachers, specifically including:

(1) Ensuring compliance with the Party’s guidelines and policies, and the State’s laws and regulations.

(2) Standardizing and improving the quality of the teaching staff.

(3) Implementing gender equality.

(4) Respecting and ensuring the autonomy and creativity of teachers in their professional activities.

(5) Implementing decentralization and delegation of authority; ensuring coordination among state management agencies in the management and development of teachers.

(6) Ensuring autonomy coupled with accountability of educational institutions in the management and development of teachers.

What is the current State policy on building and developing the teaching staff?

According to Article 6 of the 2025 Law on Teachers, the State’s policy on building and developing the teaching staff is as follows:

(1) The State plays a leading role in building and developing the teaching staff; ensuring the quantity, structure, and quality of the teaching staff.

(2) Attracting and valuing highly qualified, talented, gifted, and highly skilled individuals to become teachers.

(3) Attracting teachers to participate in teaching and education in ethnic minority areas, mountainous regions, border areas, islands, and areas with particularly difficult socio-economic conditions.

(4) Protecting the prestige, honor, and dignity of teachers in their professional activities.

(5) Prioritizing salaries and benefits for teachers.

(6) Encouraging teachers to innovate and be creative in their professional activities.

(7) Supporting continuous professional development training for teachers.

(8) Encourage and facilitate Vietnamese citizens to participate in learning, teaching, scientific research, and academic exchange with foreign educational institutions and organizations; and for foreign teachers and scientists, as well as Vietnamese residing abroad, to participate in learning, teaching, scientific research, and academic exchange with educational institutions and organizations in Vietnam.

(9) Mobilize social resources for the building and development of the teaching staff.