New global data reveals 88 per cent of Australian secondary school principals have reported that staff shortages, or “inadequate or poorly trained’’ teachers, are impacting their ability to educate students.
The OECD figures are the result of testing and surveys of 690,000 15-year-old students from 81 countries in 2022, through the Program for International Student Assessment (PISA) and included 13,437 students, as well as principals, from more than 730 Australian schools.
A staggering 61.2 per cent of Australian students attend schools affected by teacher shortages, based on reports from principals – a figure that has tripled since 2015, when 20.5 per cent of principals reported shortages.
Elevating status of education sector careers
At Loreto College Marryatville, in Adelaide, Principal Kylie McCullah believes we need to increase the status of the education profession within broader society to help turn the problem around, with better professional development (PD) for teachers also pivotal to a sustainable solution.
“Professional development programs should emphasise self-care strategies, stress management techniques, and resources for maintaining a healthy work-life balance,” says Ms McCullah.
“Promoting a culture of collaboration and peer support can help educators feel valued, connected, and equipped to meet the diverse needs of their students. By investing in teacher well-being, schools can cultivate a positive school climate, enhance job satisfaction, and ultimately improve student outcomes.”
With a Bachelor of Secondary Education (Computing), Master of Educational Leadership, Certificate of Gifted Education, and more than 20 years of classroom teaching experience, her interest lies in leveraging data to enhance student outcomes and increasing girls’ participation and success in areas of science, technology, and mathematics.
After beginning her career in education as a technology teacher, she previously held the position of Head of Academics (Deputy Headmistress) at St Catherine’s School, before becoming principal of Loreto College Marryatville in January 2024.
Educating and supporting teachers
“The availability and quality of professional development for teachers varies significantly depending on factors such as location, school funding, and administrative support,” Ms McCullah told EducationDaily, adding that there can be a difference between what’s on offer to teachers based on whether they teach in the public or independent sector.
“In some areas, both public and private schools invest heavily in professional development programs to ensure teachers stay up to date with the latest teaching methods, technology, and education trends. These programs often include workshops, conferences, online courses, mentoring, and collaborative learning opportunities,” she says.
“However, in other areas, the availability of professional development may be limited due to budget constraints or lack of emphasis on ongoing teacher training. This can be particularly challenging for teachers in underserved communities where resources may be limited.”
Although she says public schools typically have more structured professional development programs – “often mandated by regulations, which can provide a framework for teachers to engage in ongoing learning” – private schools “typically have more flexibility in designing professional development opportunities tailored to their specific needs and priorities”.
“In addition, the critical element is also time,” Ms McCullah told EducationDaily.
“According to a recent nationwide teacher survey, 39 per cent of respondents felt they completed less PD than before covid, with timing and staffing concerns being the main reasons behind the reduced participation.”
Refreshing skills and valuing experience
But regardless of school type, Ms McCullah says supporting experienced teachers in engaging in professional development is “essential”.
“Experienced teachers bring valuable expertise to the table, but they also need opportunities to refresh their skills, explore new teaching strategies, and stay inspired. Mentoring programs, leadership opportunities and personalised study leave are some ways schools can support ongoing professional growth for experienced educators.”
Ultimately, she told EducationDaily, “the effectiveness of professional development initiatives depends on several factors, including quality of the programs, the level of support from school leadership, and the willingness of teachers to actively participate”.
“Schools that prioritise teacher development as a key component of their educational mission are more likely to succeed in keeping their teachers engaged, motivated, and excited about the future of teaching.”
Tailored approach delivers best benefits
Ms McCullah says the most effective and beneficial type of professional development for teachers is often multifaceted and tailored to their specific needs and circumstances.
“Some approaches that are particularly impactful include: collaborative learning communities, job-embedded learning, hands-on workshops and training and action research and reflective practices,” she told EducationDaily.
“Ultimately, the most effective professional development for teachers is ongoing, relevant, and responsive to their needs, interests, and goals. It should support them in continuous improving their practice, engaging with new ideas and approaches, and ultimately enhancing student learning and achievement.”
For newly graduated teachers, Ms McCullah says professional development that helps them transition smoothly into their roles and develop confidence and passion for teaching is critical.
“Programs that include thorough induction, mentorship, classroom management training, instructional strategies, and pedagogy as well as well-being and self-care and reflective practices,” she says.
“By providing new teachers with high-quality professional development that addresses their specific needs, challenges, and interests, schools can help newly graduated teachers build a strong foundation for a successful and fulfilling career in teaching. This support can not only enhance their effectiveness as educators but also foster their passion for making a positive difference in the lives of their students.”
Ms McCullah says studies have shown mixed findings regarding gender differences in teacher retention rates.
“Whilst some research suggests female teachers are more likely to remain in the profession long-term compared to male teachers, other studies have found no significant gender differences in retention rates,” she says.
“Factors such as job satisfaction, work-life balance, career advancement opportunities are key contributors,” she says, adding that a recent survey of Australian teachers conducted by Monash University concluded that only 13.1 per cent of female teachers find their workload manageable (compared to 20.7 per cent men).
Fostering positive school culture
She believes some key steps that can be taken to develop effective gender-based retention strategies include collecting data and identifying trends, addressing work life balance issues, providing mentorship and support, offering professional development opportunities, promoting leadership opportunities, creating a supportive school culture, and addressing gender bias and stereotypes.
“By taking a proactive and targeted approach schools can promote a more equitable and sustainable teaching profession for all educators.”
Inaction, she says, could lead to trending data increasing, unless there is a change in the perception of the profession.
“It is therefore vital that school leaders work to set a positive school culture,” she told EducationDaily.
“For a positive and supportive school culture can contribute to job satisfaction, morale, and overall well-being among staff members. Fostering a collaborative environment, promoting open communication, providing professional development opportunities, recognising, and appreciating teachers’ contributions, promoting work-life balance, creating a safe and inclusive environment, empowering teachers to lead and innovate, offering competitive remuneration and benefits will contribute to establishing a thriving professional community.”
Government policy also has a critical part to play.
And with new teachers looking for roles prioritising factors including a supportive school culture, effective leadership, professional development opportunities, work-life balance, resources and support, positive student relationships, and alignment with personal values when considering a teaching role.
“By addressing these priorities, schools can attract and retain talented educators who are committed to making a difference in the lives of their students.”
Respect and kindness nurture positive behaviour
For older teachers, like teachers at any stage of their careers, Ms McCullah says they “want to feel valued and appreciated”.
“They want to belong to a working environment that is supportive with effective and strong leadership. As well as work life balance, respect and autonomy, mentorship and leadership opportunities, financial incentives and benefits and a positive school culture.”
Ms McCullah says families and students themselves can also play a significant role in supporting teacher retention by fostering positive relationships with educators, promoting a culture of respect and appreciation for teachers, and advocating for supportive policies and practices within schools and communities.
“Parents play an important role in reinforcing positive behaviour and attitude towards school – they can work with teachers to address behaviour issues if any that reduce classroom disruptions. Respecting teachers’ personal boundaries and recognising their need for life-work balance is essential in parent-teacher relations,” she told EducationDaily.
Change is coming
She sees the growing recognition that the way teaching is taught as part of tertiary programs needs to evolve to better prepare educators for the realities of today’s classrooms is positive but believes there is still work to do.
“Traditional teacher education programs have often been criticised for being disconnected from the day-to-day challenges and complexities of teaching in a diverse and rapidly changing educational environment,” says Ms McCullah.
“Training programs could be enhanced by providing further opportunities for undergraduates to experience additional classroom experience and exposer to diverse learning environments, greater emphasis on classroom management and differentiation, further integrating technology and digital literacy, added social and emotional learning, more culturally responsive teaching practices and ongoing support and professional development.”
