New study calls for better induction and support in schools

With the global teacher shortage at an all-time high, retaining and recruiting teachers into the education sector is critical. However, with fragmented support and inconsistent induction processes, nearly a fifth of new teachers decide to leave within five years.

To address the teacher shortage, education experts at the University of South Australia say Australia must develop stronger government policies aimed at retaining and developing early-career teachers, especially those working on temporary and short-term contracts.

IN new research– conducted in collaboration with Western Sydney University, Griffith University, RMIT and Monash University – researchers examined induction policies for early career temporary and contract teachers in 2016 and 2023 and found that, despite progress being made, significant gaps and inequalities remain.

The work was published in the journal Journal of Educational Policy.

Principal Research Fellow and member of UniSA's Center for Educational and Social Inclusion Research, Professor Anna Sullivan, says government policymakers and schools must improve induction procedures for all groups of teachers.

“Freelance and contract teachers play an important role in the teaching workforce. They cover everything from teacher absenteeism to professional learning and administrative duties, and without them schools would struggle to provide effective teaching and learning,” says Professor Sullivan.

“However, current policies do little to recognize or support teachers working on temporary benefits or short-term contracts.

“Our research shows that the current teacher The induction guidelines largely target teachers with job security, creating systemic inequalities for those working in casual or contract positions.

“The irony is that more than half of new teachers are on temporary or short-term contracts. Unless we properly support new teachers entering the profession, retention problems will continue.”

UNESCO reports urgent need for 44 million primary and secondary school teachers worldwide by 2030.

To ensure the quality and sustainability of the education workforce, policymakers must urgently introduce and prioritize mandatory induction support structures, targeted development pathways, and systemic human resource reform for substitute and temporary teachers.

UniSA Ph.D. Researcher Emily Rowe says the education system needs to provide support and professional development for all new teachers, not just long-term staff.

“Effective induction relies on teachers having a long-term, permanent position in one school where they can access regular mentoring, establish relationships and receive support to develop professional practice,” says Rowe.

“However, the reality is that only 45% of temporary teachers receive formal induction training. Many new teachers experience alienation, culture shock, and a lack of systemic support.

“Current induction guidelines place teachers in charge of managing their own career development through networking and collecting data for their portfolios. This places responsibility on new teachers conducting their own induction training rather than receiving structured support from schools when they need it most.

“Education systems must nurture talent in order to retain it. This is vital to attracting and retaining teachers and ensuring they have successful, long-term careers.”