teacher workload

Will the Quality Time Action Plan reduce teacher workload?

Teachers want more time for lesson planning, not less.

Last week, the NSW Department of Education released the Quality Time Action Plan, intended to “simplify administrative practices in schools”. Having highlighted the concerning growth in administrative workload in schools in a report based on a survey of more than 18,000 teachers for the NSW Teachers Federation in 2018, we were excited to hear about this development. 

A way forward for reducing administrative workload?

The Plan provides a commitment to “freeing up time”, through a targeted “reduction of 40 hours of low-value administrative tasks per teacher per year”. Administrative work was the overriding concern for teachers in our workload survey, with more than 97% of teachers reporting an increase in administrative requirements in the five prior years. Further research shows that the heavy workload of teachers pre-pandemic was intensified by COVID19 in 2020. As researchers in the field and advocates for the important work of teachers, we find it encouraging to see tangible efforts made to address teacher workload.

According to the Plan, issues with administration are to be addressed through six “opportunity areas”: 1) curriculum resources and support, 2) assessment and reporting to parents and carers, 3) accreditation, 4) processes and support services, 5) extracurricular activities, and 6) data collection and analysis. Some of these areas, especially data collection and analysis, resonate with what we heard from teachers in our 2018 survey. And importantly, some of the actions in the Action Plan do seem to provide tangible reductions in the time teachers spend on this kind of work, such as automating data processing that was previously manual. 

Avoiding the narrowing of teachers’ work

But other target areas of the Plan were more surprising to us, particularly those around curriculum. The Plan acknowledges that “skilled programming and lesson planning are a critical part of teaching” – but also states that “this task can be quite time consuming”. It offers to improve “the accessibility and quality of teacher resources” to “save hours of time teachers previously used creating and searching for content”. We’re not the only ones who were surprised by this inclusion – we noted plenty of social media discussion from teachers about it last Friday after the plan was released to them. 

We don’t have access to all of the data upon which the Department is basing its Plan. Maybe there are teachers who have called for more assistance in programming and lesson planning. There is, to our knowledge, no published research suggesting that this is a problematic workload area for teachers, although it has been a noted challenge in relation to conversion to remote teaching during the pandemic. This Plan strategy does seem to be at odds with the findings of our survey that teachers’ most valued activity, the one that they saw as most important and necessary, was “planning and preparation of lessons”. Similarly, teachers reported wanting more time for “developing new units of work and/or teaching programs”. They did not want to do less of this kind of work, in contrast to what the Plan seems to propose. 

According to policy analyst and scholar Carol Bacchi, policy documents always serve to create or give shape to policy problems. That is, for Bacchi, any ‘solution’ given in a policy is actively constructing a particular kind of ‘problem’ to be addressed. So it’s interesting that the Plan constructs class preparation as part of the teacher workload ‘problem’. This suggests that the problem isn’t that teachers need more time to do their preparation, but that the way in which they have been preparing in the past has been inefficient, with the solution to instil a more centralised approach. While teachers may be appreciative of such resources, it’s not what they advocated in our survey, where the top recommended strategy was to reduce face-to-face teaching time to facilitate a closer focus on collaboration for planning, programming, assessing and reporting. Similarly, we note that the NSW Teachers Federation salaries and conditions campaign launched last week, ‘More Than Thanks’, is – along with higher salaries – calling for an increase in preparation time of two hours a week, to enable this kind of work. 

There are also other interesting framings of the teacher workload problem in the Plan. For example, the support around data collection and analysis seems to be mostly about ‘streamlining’ existing requirements rather than removing them. This tells us that the perceived problem is not the data itself but how it is collected and reported. 

Lesson planning is core to teachers’ work 

Given that the Action Plan’s intended focus is on ‘administration’, this makes us wonder what ‘administration’ in teaching is understood to include. What is considered ‘administration’ and therefore peripheral, and what is considered ‘teaching’ and therefore core? This is quite a high-stakes question. Because if we position some aspects of teachers’ work as simply ‘administration’, then we run the risk of sidelining work that teachers value as part of their professional identity, such as the creative and intellectual work of lesson planning. 

We are wary of any policy approach which re-purposes concerns over workload as an opportunity to control or limit the central pedagogical labour of teachers. Reforms which chip away at the core work of teachers, where both societal contribution and teacher satisfaction is most concentrated, run the risk of damaging the profession and the education system it carries.

This may not be what happens under the Quality Time Action Plan. But given recent concerns over the commercialisation of education data and resourcing, it is worth asking whether it would be the profession itself providing centralised programming and planning resources, or if this would be outsourced. 

Teachers’ voices matter: give your feedback 

There is an opportunity to provide feedback on the Action Plan. We encourage teachers – those who live these matters each and every day – to fill in the feedback form. Workload issues are as complex as they are important, and we heartily welcome the ongoing efforts of all stakeholders to effectively support the people who staff our schools. 

Rachel Wilson is Associate Professor at The Sydney School of Education and Social Work at the University of Sydney. She has expertise in educational assessment, research methods and programme evaluation, with broad interests across educational evidence, policy and practice. She is interested in system-level reform and has been involved in designing, implementing and researching many university and school education reforms. Rachel is on Twitter @RachelWilson100

Susan McGrath-Champ is Professor in the Work and Organisational Studies Discipline at the University of Sydney Business School, Australia. Her research includes the geographical aspects of the world of work, employment relations and international human resource management. Recent studies include those of school teachers’ work and working conditions.

Meghan Stacey is a former high school English and drama teacher and current lecturer in the School of Education at UNSW Sydney. Meghan’s primary research interests sit at the intersection of sociological theory, policy sociology and the experiences of those subject to systems of education. Meghan’s PhD was conferred in April 2018. Meghan is on Twitter @meghanrstacey

Mihajla Gavin is a lecturer in the Business School at the University of Technology Sydney, and has worked as a senior officer in the public sector in Australia across various workplace relations advisory, policy and project roles. Mihajla’s research is concerned with analysing the response of teacher unions to neoliberal education reform that has affected teachers’ conditions of work. Mihajla is on Twitter @Mihajla_Gavin

Scott Fitzgerald is an associate professor and discipline lead of the People, Culture and Organisations discipline group in the School of Management at Curtin University. Scott’s research presently covers two main areas: the changing nature of governance, professionalism and work in the education sector.

The government knows how to help teachers. And it’s not more reform.

The first major independent inquiry into NSW public teacher’s workloads for 17 years revealed soaring workloads and exploding hours. 

The Gallop Inquiry (‘Valuing the Teaching Profession’), the first major independent inquiry into NSW public school teachers’ work since 2004, called for a 15 per cent increase in salary and more release time for teachers.

The release of the Inquiry’s findings follows an announcement last year by NSW Education Minister Sarah Mitchell which flagged a partial rollback of Local Schools, Local Decisions (LSLD) to better ‘strike the balance’ between autonomy, accountability and support. The Minister claimed that the LSLD reforms, introduced in NSW public education nearly 10 years ago, had ‘given schools too much freedom’.

A decade after LSLD was implemented, it had become evident that there were no improved educational outcomes across the State’s education system. It has also been suggested that this devolutionary policy negatively impacted upon the working conditions of school leaders and teachers. Our analysis suggests that LSLD’s problems are not due to autonomy running wild, but burdens produced by bureaucracy and accountability overload. Despite popular claims that greater school autonomy and local decision-making improves public education, there is very little evidence of this.

The LSLD reforms were introduced off the back of criticisms of the State’s perceived ‘centralised’ and ‘one size fits all’ approach to school management. The Department of Education cited the lack of local authority and decision-making that principals had in their schools. The policy also intended to address declining student performance and widening social disadvantage in schools.

The five-pronged reform aimed to change and improve:

1.       Resource management in schools

2.       Staffing in schools

3.       Working locally within communities

4.       School level decision -making

5.       Reduction in red tape

Principals were given discretion over managing their resources – 70 per cent of the State’s public education budget and making every second staffing appointment at their school – in consultation with their communities. A cornerstone of the policy was a new needs-based approach to school funding, introduced through the Resource Allocation Model, that would focus on addressing inequity and disadvantage in schools. Little autonomy was given to schools over curriculum and pedagogy, however. 

‘Reforming’ a complex and demanding profession

Our collective research over the last 10 years has traced the impact of devolved school reform in New South Wales.

In a large workload study conducted via the NSW Teachers’ Federation, with a response rate of 18,234 teaching staff, 87% of teachers and principals reported an increase in working hours over the 5 years since LSLD was introduced. More than 97% reported an increase in administrative duties.

Increased demands were also reported as threatening teaching and student learning. Some 89% of teachers reported that teaching and learning was hindered by their high workload, while 91% reported this was affected by new administrative demands introduced by the Department.

Meanwhile precarity in the teaching profession has grown, with the number of temporary teachers now accounting for approximately 20% of the teacher workforce, while the proportion of permanent employment has declined.

This research on teachers’ workload and working hours has helped to inform the findings of the Gallop Inquiry, which also found teachers struggling under the demands of devolved school reform. Significantly, the Inquiry Report concluded that LSLD had failed. 

These findings resonate with the Department’s own criticisms of the LSLD policy found in their final evaluation report released late last year. 

While school leaders generally agreed that LSLD had a positive impact on the extent to which schools could make local decisions and hire staff that best met their needs, this was overshadowed by more concerning findings.

The Department of Education report estimates about 90% of principals felt that LSLD had not simplified administrative processes. Since LSLD was introduced, there has been no overall improvement in those student outcomes measured in the report, like in NAPLAN or HSC results, with some results worsening. Problematically, no outcome or performance measures for LSLD were defined when the policy was initially developed.

A report from the NSW Auditor-General’s Office also found that there were no clear targets set for needs-based equity funding or standardised ways to report on how the funding was being spent by schools. This has made it difficult to determine the policy’s effect on reducing the impact of disadvantage or determine whether it led to any student benefit.

Evidence also suggests that over the LSLD period inequity in school funding, rather than being reduced, actually increased. This suggests that resourcing and support for many schools is inadequate and likely to impinge on their abilities to help themselves through autonomy reforms. 

A policy backflip

Yet another reform is replacing NSW’s LSLD – the School Success Model that aims to provide:

  • evidence-based guidance on effective practice that improves student outcomes
  • more support for schools that need it most
  • less administrative burden
  • stronger and clearer responsibilities for schools and the system
  • recognition and the scaling of practice of our most successful schools.    

The fate of LSLD has put a spotlight on the need to free up schools’ time to focus on teaching, learning and leading. The School Success Model claims to have a new focus that ‘balances stronger support for schools to make evidence-based decisions with clearer responsibilities for performance targets’. This intends to be achieved through a range of ‘ambitious yet reasonable targets’ to improve areas like school attendance and literacy and numeracy while redressing under-performing schools.

What this means in practice is difficult to know. It appears to promote what Michael Fullan calls ‘the wrong drivers’ in Australian education policy – including a focus on accountability instead of capacity building; and pursuit of fragmented rather than systemic changes. It is also clear that this does not present the bold, system wide reform that many are calling for. The systemic structural problems of our system have recently been analysed in a report by the Gonski Institute for Education, and suggest that major state/federal reform is required. Failing to attend to the larger systemic problems means that the School Success Model may follow the same trajectory of its predecessor LSLD.  

On the basis of our research, we would hope that the School Success Model constitutes greater support for, rather than simply demands upon, the NSW teaching profession, and a reduced administrative burden. 

The Department has been resoundingly criticised for the stream of endless reform with no useful purpose. If the School Success Model is to work, it must offer greater support for the NSW teaching profession and a reduced administrative burden.

Teachers aren’t seeking more change. They just want – and need –  the time needed to engage in quality teaching and learning practice.

From left to right:
Rachel Wilson is Associate Professor at The Sydney School of Education and Social Work at the University of Sydney. She has expertise in educational assessment, research methods and programme evaluation, with broad interests across educational evidence, policy and practice. She is interested in system-level reform and has been involved in designing, implementing and researching many university and school education reforms. Rachel is on Twitter @RachelWilson100
Susan McGrath-Champ is Professor in the Work and Organisational Studies Discipline at the University of Sydney Business School, Australia. Her research includes the geographical aspects of the world of work, employment relations and international human resource management. Recent studies include those of school teachers’ work and working conditions.
Meghan Stacey is a former high school English and drama teacher and current lecturer in the School of Education at UNSW Sydney. Meghan’s primary research interests sit at the intersection of sociological theory, policy sociology and the experiences of those subject to systems of education. Meghan’s PhD was conferred in April 2018. Meghan is on Twitter @meghanrstacey
Mihajla Gavin is a lecturer in the Business School at the University of Technology Sydney, and has worked as a senior officer in the public sector in Australia across various workplace relations advisory, policy and project roles. Mihajla’s research is concerned with analysing the response of teacher unions to neoliberal education reform that has affected teachers’ conditions of work. Mihajla is on Twitter @Mihajla_Gavin

Speculating on teacher attrition in Australia: Might COVID-19 be ‘the straw that breaks the camel’s back’?

It is worth considering the potential impact COVID-19 might have on teachers, many already feeling devalued and over-worked, as they return to their classrooms after a period of heightened pressure to perform in on-line learning environments.

Teacher attrition is a persistent and well-documented problem in Australian education, especially in historically disadvantaged schools where teachers are leaving the profession at increasingly high rates.

This recent intensification of workload and the broadening of their role might work towards ‘breaking the camel’s back’ for some teachers.

The flipside of the debate however is whether other teachers might react positively to the challenges of COVID-19, not just because teaching is a reasonably secure source of income but with a renewed passion for the profession. They might even be inclined to stay in teaching for longer.

While it is obviously too early to know exactly what will happen to the teaching workforce it is worth thinking about these scenarios in an effort to prompt government, teacher education providers and school communities to prepare for both eventualities.

Teachers rarely leave ‘hard-to-staff’ schools because of the children

Pre-COVID-19, attrition was already considered a significant workforce issue with up to 50 per cent of Australian teachers predicted to leave the profession before making it to five years. In hard-to-staff schools in high poverty, remote and rural communities, teacher turnover statistics are even higher.  According to OECD 2019 data, over a third of principals in disadvantaged schools report their capacity to provide instruction is hindered by a lack of teaching staff.

Interestingly, the reasons behind Australia’s teacher exodus are rarely ever around ‘fleeing their students’. Instead, teachers attribute their departure to feelings of disillusionment around such things as isolation, increasing administrative demands, lack of on-going learning and support, and insufficient recognition of their work.

As teachers leave the profession, we are finding that schools serving historically marginalised communities are often being staffed with the least experienced educators. Beginning teachers are faced with the extra challenges of coping with professional and geographic isolation, placing them at an increased risk of suffering burnout before they their career gets started.

Unanticipated consequences

Understanding such issues for school staffing provides a reminder that whatever eventuates from COVID-19 is in addition to pre-existing teacher workforce issues, including demoralisation and overload. The unanticipated consequences awaiting us in the aftermath of the pandemic may just be the provocation to ‘break the camel’s back’; a back that is already under considerable strain for many teachers working in traditionally hard-to-staff communities.

Teachers are experiencing stress in new ways; some are saying they are putting their health at risk in what may be considered unsafe workplaces. During the time when schools were practically the only services to stay open, teachers reported feeling expendable, like ‘sacrificial lambs’. Now, upon returning to classrooms, they are expected to carry on regardless.

Lesson from the Christchurch earthquake in New Zealand

The Christchurch earthquake in 2011 taught us that teachers will be feeling fragile after such a traumatic time; that, while they are being hailed as ‘first responders’ by some, they still might require support in their own right. After the earthquake, there was notable staff attrition and an increase in sick days, mostly related to teachers’ own ongoing anxieties. Many were not ready to return to work when asked to do so.

Australian teachers, particularly those working in vulnerable communities, will now be re-entering schools under conditions where families are suddenly under tremendous financial, physical and psychological stress, and they are worried about both their students and their own families.

The transition to and from Online Learning

Our teachers are still experiencing the stresses associated with putting their teaching online. While the presence of online learning in Australian schools has grown significantly in the past few years, most teachers pre-COVID-19 continued to utilise technology to sustain more traditional teaching practices. This has made navigating the transition to the digital space an often stressful and challenging task. By mere design, moving to a virtual learning environment further alters the nature and magnitude of teachers’ workloads.

One misconception associated with online instruction is that ‘teaching is teaching,’ meaning that the skill sets needed in the face-to-face environment are transferable to online teaching without any adjustments. However, teachers have found that this is far from the truth. Online pedagogy requires different competencies and skill sets. All this has added to an increase in workload, stress and levels of emotional exhaustion for our teachers; especially true for teachers working in communities with limited or no access to such technologies and knowledges.  

Impact on early career teachers

Another issue requiring consideration involves the impact of COVID-19 on early career teachers who are employed under the contract system adopted by most Australian state education departments. This system, based mainly on short term contracts (usually 12 months but can be as short as one school term), is used often to employ new teachers in rural and regional areas. As a result, many of these beginning teachers experience diminished job security and uncertain expectations about their futures. Will the loss of income for the already undervalued casual teacher workforce lead to an increase in attrition rates in this sector?

This, added to the stresses that teachers already felt in rural Australia from the terrible bush fires earlier in 2020, make us worried that more than ever that it would be hard to attract and recruit new teachers to relocate in such precarious times.

Possible loss of a whole cohort of graduate teachers

Universities and teacher education institutions are also airing concerns about potential fallout from COVID-19. While universities cope with their own online learning challenges and significant financial woes, they must now contend with a graduating teacher workforce under strain. Some early projections were that the loss of a whole cohort of graduate teachers would cause unprecedented workforce shortages. As a longer-term concern, Australian Initial Teacher Education Programs are also worried about attrition from Initial Teacher Education in general as students may change their minds about becoming a teacher.

It’s not all bad news for teaching 

On the other hand, there is also evidence that teachers respond to major paradigm shifts with optimism and creativity. According to the 2018 Teaching and Learning International Survey, most teachers are open to innovation and say they thrive on developing new ways of practising. This could prove true in the current context as students return to classrooms with teachers who feel re-motivated to focus on new ways of teaching and learning.

After the Christchurch earthquake, some teachers mentioned that being around children again actually helped them manage their own emotional responses. So, heading back to school might make a big difference in mitigating any difficulties teachers face as a consequence of COVID-19 and provide opportunity for teachers to reconfirm their passion for the profession.

A new appreciation of teachers

COVID-19 is also giving Australians a chance to pause and renew their appreciation for teachers and teachers’ important place in society. Lately, there has been increased recognition by parents and the community of the work teachers do, especially in the wake of on-line schooling in the home. Trending across Twitter, Instagram and YouTube has been the #TeachersRock hashtag. This has provided a platform for Australians to post positive messages for teachers as they started Term 2. It follows on from other on-line initiatives around the world to thank those working in the front line.

As parents and the general public acknowledge the complexity of teaching and learning, this may well lead to an improvement in teachers’ social status and result in further retention of teachers who feel further valued.

Looking optimistically to the future, when all this is finally over, teaching may emerge as a more desirable profession. The dire financial impact of COVID-19 might see teachers remaining in their secure jobs and could attract those from other professions into the field, based on its historically safe employment status. Moreover, for the first time in decades, teachers might gain in social status having proved their value to the public as front line or essential workers. Perhaps COVID-19 may even offer opportunity for teachers to be finally recognised for the crucial role they play.

Whatever happens one thing is clear: how we support teachers to work in these times of uncertainty during COVID-19 is more crucial than ever.

Stephanie Garoni is a lecturer in the School of Education at La Trobe University. She is interested in the practices of schooling and how these practices are held together in the work of teachers and their students. She has many years of experience as a classroom teacher, teacher librarian, learning support teacher, enrichment coordinator, literacy and numeracy advisor and deputy principal in both Australian and overseas schools. She now lives and works in regional Victoria. Her current role at La Trobe University is in the Nexus program as an academic coordinator. She can be contacted at s.garoni@latrobe.edu.au. Stephanie is on Twitter @StephanieGaroni

Jo Lampert is a Professor in the School of Education at La Trobe University. She is also Director of the Commonwealth funded NEXUS alternative pathway into teaching at La Trobe University. Nexus is a community-engaged teacher education program designed to prepare culturally diverse, high quality teachers for metropolitan, regional and rural Secondary schools in Victoria, many of which are hard-to-staff .Jo was founder and co-director of the National Exceptional Teaching for Disadvantaged Schools program (NETDS) for ten years prior to moving to La Trobe University in 2017. Her research has included Aboriginal and Torres Strait Islander education, teacher education for high poverty schools and community-engagement in teacher education. Jo also has an interest in literary studies and is known for her research in children’s books about September 11, 2001. She can be contacted at J.Lampert@latrobe.edu.au  Jo is on Twitter  @jolampert

New research shows we trust and appreciate our teachers – but overworked teachers aren’t feeling it

Teachers in Australia are struggling with workload and feeling underappreciated, and almost six in ten say they intend to leave the profession. These are just some of the many findings of the two large-scale parallel surveys we conducted in the second half of 2019. We asked a nationally representative sample of 1000 members of the public and almost 2500 Australian teachers to share their perceptions of teachers and teaching.

The teacher survey How do Australia’s teachers feel about their work?  became one of the largest to have been conducted in this country. It provided teacher participants the opportunity to reflect on their experiences of being a teacher in Australia.

The data we collected told many interesting stories with rich personal responses from teachers, demonstrating the diversity of their work and the depth of the challenges they face.

The key findings from the two surveys provide useful, and at times surprising, information to contribute to the important discussion of teacher attraction and retention in Australia.

  • Satisfaction with teaching

Just over half of the teachers surveyed expressed satisfaction with teaching (56 per cent) with a further ten per cent being extremely satisfied. However, a third of teachers (34 per cent) expressed dissatisfaction with their role as a teacher.

Satisfaction is associated with teacher retention, where teachers who report satisfaction with their work being more likely to stay in the profession. It is concerning both for teacher retention and for attracting future teachers, that over a third of teacher participants expressed dissatisfaction with their role.

  • Teacher appreciation and respect

This presented interesting and also concerning results. There was a contradiction across the two surveys with the 93 per cent of the public participants trusting teachers to do a good job, and 82 per cent believing that teachers were respected. However, concerningly, 71 per cent of teacher respondents did not feel appreciated by the Australian public.

There are two messages to be taken from this. The first is that trust and respect felt by the public are not always translating into the experiences that teachers have when they interact with the public, whether it is with their local school communities or more broadly with policy and media. Comments from teachers demonstrated that a feeling of being underappreciated was a result of negative personal interactions with parents, media portrayals of teaching and the increasing demands of oversight and accountability that monitor their everyday work. This comment from a teacher illustrates these perceptions,

I feel as though there is very little trust in teachers- this comes from parents, leadership within the school, government, general public and older students. I feel constantly criticised and as though I need to prove myself worthy over and over again. It is absolutely shattering when you’re working hard and with passion, following best practice, constantly building skills to ensure you are continually improving and caring deeply for the individual outcomes of the young people in your care, to be treated as though you are substandard.

The other message from this key finding is that feeling underappreciated contributes to further concern for the retention of teachers and the attraction of teaching as a profession. Ten per cent of teachers who felt underappreciated suggested that this contributed to their desire to leave the profession.

  • Teacher workloads

A large majority (76 per cent) of teachers surveyed responded that their workloads were unmanageable. They described excessive workload that impacted on their physical and mental health and their families, and it distracted them from their core focus of teaching and learning. These comments from participants capture the intensity of workload that is being experienced by so many teachers.

I am currently finding a distinct lack of balance between my work and family life. I take work home to mark every day, I plan, prepare and organise each afternoon for the following day and am exhausted after each day falling into bed. I work hours every weekend and during the holidays. There’s little switch off time.

The long hours, workload and the emotionally taxing nature of the job. It’s 24/7 work and my brain is constantly thinking about school or is at school. I don’t think I can do it for more than ten years as a classroom teacher.

The teaching workload and necessary hours to manage it are extraordinarily unreasonable. The impact of this on those teachers with families or caring for elderly parents is detrimental to their health and well-being.

The perceptions that the workload associated with teaching is a challenge was also noted in the survey of the public, with excessive workload demands identified as a main reason that participants would not recommend teaching as a profession to young people in their lives.

Challenges with managing workload were also reported as contributing to reasons that many teacher participants were considering leaving the profession. This is consistent with recent findings of other Australian research that found that Australian teachers work more hours than most other OECD countries and that high workloads contribute to stress, burnout and ultimately attrition.

  • Feeling safe at work

Most teachers (80 per cent) reported that they did feel safe at work.  However, significantly, one in five (491 participants) did not feel safe and described concerns about physical and psychological risks coming from parents, students and colleagues. Of those who did not feel safe, 54 per cent specifically mentioned violence, aggression or physical assault. Many also described the cumulative impact of regular emotional challenges, stress and unsustainable work/life balance as impacting their physical and mental health and overall wellbeing. These concerns were felt across all career stages. Comments provided showed that these impacts were specifically connected to considerations of leaving the profession.

[Teaching is] too stressful, impact on body health and work life balance. I love my job but it’s not worth the toll it takes on my mind and body

I don’t feel like I can last any longer than this. My job is having a negative impact on my health

Concerns for our teachers and the future of teaching

Our findings suggest there are many teachers in Australian schools who are struggling with their work. Issues of workload, safety and lack of appreciation are contributing to teacher dissatisfaction. Australian teachers go into the profession often because they care about making a difference in the lives of children and young people. But the realities and stressors of the role undermine this sense of purpose and ultimately contribute to attrition, and more broadly to public perceptions of the work that make teaching a less career attractive choice.

Concerns about shortages in the teaching workforce in Australia have been linked to issues of an ageing workforce and high rates of early career teacher attrition. There are many schools, often in rural and remote or other hard-to-staff schools where shortages are already having an impact. Our study adds evidence of what is contributing to attrition rates and the growing lack of interest in teaching as a career. These are issues we need to face to ensure we have a strong Australian schooling system into the future.

Dr Fiona Longmuir is a lecturer in educational leadership in the Faculty of Education at Monash University. Her research focuses on intersections of educational leadership, educational change and social justice with current interests in student voice and agency, social cohesion and alternative approaches. Fiona teaches in the Master of Educational Leadership and principal preparation programs. Fiona can be contacted at Fiona.longmuir@monash.edu.au and is on Twitter @LongmuirFiona

Dr Amanda Heffernan is a lecturer in Leadership in the Faculty of Education at Monash University. Amanda’s key research interests include educational leadership, social justice, and policy enactment. Amanda also has research interests in the lives and experiences of academics, including researching into the changing nature of academic work. Amanda can be contacted at Amanda.Heffernan@monash.edu and found on Twitter @chalkhands

Dr David Bright is a lecturer in the Faculty of Education, Monash University, Melbourne. His research interests include critical approaches to English as a second/foreign language, Indigenous education, teacher and student identity, international schooling, and post-qualitative research methods. David teaches in a number of pre-service and postgraduate education programs. He can be contacted at David.Bright@monash.edu and found on Twitter @d_a_bright

Read the full report of our study : Perceptions of teachers and teaching in Australia