Salaries and allowances are key elements in the attractiveness of the teaching profession (along with such issues as working conditions, career prospects, professional development opportunities and recognition). They play an important role in drawing people into the teaching profession and in ensuring that serving teachers are satisfied and motivated to continue teaching. Policies that affect the earnings and career prospects of those employed in the education sector should therefore be an integral part of comprehensive strategies to raise the attractiveness of the teaching profession, both for serving teachers and potential candidates. The Eurydice Network has been collecting and publishing data on teachers' and school heads' salaries since 1995 (on a yearly basis since 2010) to provide updated information on this important issue. The present report is composed of three parts. Part I presents a comparative analysis based on the data provided by each country. Part II summarises national sheets on teachers' and school heads' remunerations from pre-primary education (ISCED 0) to upper secondary general education (ISCED 3). Finally, Part III outlines the general methodology and definitions used in the data collection. In the comparative overview, the minimum and maximum statutory salaries in primary and general secondary education are presented in nominal terms, and compared to per capita Gross Domestic Product (GDP) in each country. Data on salary progression and its relationship to professional experience is then analysed to provide a picture of teachers' career prospects. [For the 2013/14 report, see ED593486.]