Let Us Teach

While the teaching profession is complex, across the country, teachers are pretty unified about what they want more of: time.

The fact is schools have become increasingly complex environments and that complexity has led to a greater ask on teachers and leaders. But the issues are not intractable and putting teachers’ needs front and centre is a good first step to creating a happier, more stable workforce.

Tim Bullard, CEO of Australian Institute for Teaching & Leadership (AITSL) has been traveling and talking to teachers trying to identify how we can retain quality teachers and make the profession attractive to new people.

“The most common request I hear from teachers is to protect their time to teach. The good news is that there are lots of exciting technological developments that can streamline tasks from marking to generating quantitative data, making sure these resources and technology are widely available will reduce workload and burnout, allowing educators to focus on teaching and nurturing our children and young people,” says Bullard. 

Quality teaching is the most significant in-school factor influencing student learning but teacher morale and motivation remain key areas that need continued focus. Research shows that positive professional wellbeing is linked to teachers feeling more engaged with their job, greater self-efficacy, and has a positive impact on the confidence and motivation of learners.

There’s real value in treating teaching as a career so that people can move in and out of. It not only keeps the profession sustainable but also ensures we’re retaining experienced teachers who bring new perspectives and renewed energy back into classrooms.

“Our community research showed that Australians really respect teachers and the work that they do, with 87% of people believing teachers deserve more recognition.  We also know that careers today don’t follow the traditional “one job for life” path anymore, and teaching is no exception.

“Some teachers will step away at different points in their career, for example, to raise a family, take on other roles, or explore new opportunities. The key is making it easy for them to come back when they’re ready. That means creating flexible re-entry pathways, reducing unnecessary barriers, and supporting teachers to refresh their skills or adjust to any changes in the profession. If we can make those transitions smoother, both stepping away and returning, we can tap into an incredible pool of experience that already exists in the workforce.

“We know that by reducing workload, offering more opportunities in their preferred locations or subject areas, and providing clear pathways into leadership can also help keep great teachers connected to the profession, even if their journey isn’t always linear,” he says.

Sustained recognition helps reinforce the value of the profession, boosts morale, and supports retention by showing that teachers’ efforts are consistently acknowledged and appreciated.

While teaching is a highly collaborative and collective profession there are differences that are important to acknowledge - schools differ, demographics differ, and so do career journeys. 

“What strikes me most is the diversity of experiences that surfaces with teachers’ backgrounds,” says Bullard.

“This diversity shapes their journeys in very different ways and understanding these differences is essential when advocating for teachers, because it helps ensure that workforce policies and supports are not “one-size-fits-all” but instead responsive to the realities teachers face every day.”

The latest findings from the Australian Teacher Workforce Survey show a comprehensive view of the happiness of Australian teachers, highlighting that a portion of teachers are at least sometimes happy (89%) and enthusiastic about their job (81%).

“We know from the findings that there are ample opportunities for retaining teachers in the profession, as most teachers did not report an intention to leave the teaching profession in the short term. While reported intentions to leave do not necessarily translate to actual attrition from the workforce, it is important to note that only 5% of teachers planned to leave within one year, with an additional 9% planning to leave in 2-4 years.

“However, I’m conscious of the challenges teachers face, including levels of burnout. Through the Australian Teacher Workforce Survey, we have been able to surface data on wellbeing that helps policymakers to address this important issue. And indeed, states and territories have already established a wide range of initiatives and programs to safeguard wellbeing.

“The future of teaching in Australia feels both promising and purposeful. By valuing teachers, supporting their wellbeing, and using data to guide decisions, we’re not just strengthening a profession, we’re shaping the lives of generations to come. When teachers thrive, students grow, and when education truly becomes everyone’s business, the possibilities for learning, growth, and community impact are limitless.”

For World Teachers’ Day, AITSL will be shining a spotlight on the expertise and dedication of our teachers. To get involved visit: aitsl.edu.au/worldteachersday.

Image by Katerina Sousa