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PhilippinesPrimary School Teachers

Category: EducationSource: World Bank World Development IndicatorsGlobal Rank: #10 of 201Updated April 2026
Latest Value
527,504
2024
YoY Change
-1.3%
20232024
Global Rank
#10
of 201 countries
Maximum
534,351
2023
Minimum
359,798
2000
CAGR
+1.6%
25 years
Last
527,504
Previous
534,351
Highest
534,351
Lowest
359,798
Source
World Bank World Development Indicators

Philippines's primary school teachers was 527,504 in 2024, ranking #10 out of 201 countries. This represents a -1.3% change from 2023. Over the past 25 years, the highest recorded value was 534,351 (2023) and the lowest was 359,798 (2000). Data sourced from the World Bank World Development Indicators.

Source: World Bank World Development Indicators

Historical Data

YearValueChange
2024527,504-1.3%
2023534,351+2.0%
2022523,741-0.7%
2021527,228+0.5%
2020524,646+2.0%
2019514,231+3.8%
2018495,636+2.7%
2017482,743-2.1%
2016493,084+4.9%
2015470,194+0.6%
2014467,270+2.0%
2013457,884+3.4%
2012442,652+0.6%
2011440,084+4.0%
2010423,035-2.8%
2009435,385+9.5%
2008397,468+1.8%
2007390,432+3.8%
2006375,978+0.8%
2005373,035-1.0%
2004376,988+1.5%
2003371,384+2.5%
2002362,431+0.0%
2001362,427+0.7%
2000359,798

Top Countries — Primary School Teachers

#CountryValueYear
1World34.1M2024
2China6.7M2024
3India5.0M2024
4United States1.8M2023
5Indonesia1.5M2025
6Nigeria913,3052021
7Brazil819,7872023
8Mexico571,8322023
9Congo, Dem. Rep.561,1722023
10Philippines527,5042024
View all 201 countries →

About This Indicator

Definition

Primary School Teachers — World Bank World Development Indicators.

Methodology

Data compiled by Data API, UN Educational, Scientific and Cultural Organization (UNESCO), uri: https://databrowser.uis.unesco.org/resources, note: The data are obtained through the UIS API. Detailed documentation is available at: https://api.uis.unesco.org/api/public/documentation/, publisher: UNESCO Institute for Statistics (UIS), type: Bulk file (csv), date accessed: 2025-09-22, date published: 2025-09.

Source: World BankCoverage: 20002025View original source →