As global teacher shortages reach unprecedented levels, effective retention and recruitment of educators in the education sector have become increasingly vital. A new study reveals that nearly one-fifth of early career teachers in Australia leave the profession within five years, primarily due to fragmented support and inconsistent induction processes.
Researchers at the University of South Australia, in collaboration with Western Sydney University, Griffith University, RMIT, and Monash University, examined the induction policies for casual and short-term contract teachers between 2016 and 2023. Their findings, published in the Journal of Education Policy, indicate that while there has been some progress, significant inequalities and gaps persist.
According to Professor Anna Sullivan, the chief researcher and a member of UniSA”s Center for Research in Educational and Social Inclusion, it is essential for policymakers and educational institutions to enhance induction processes for all teacher cohorts. “Casual and contract teachers play a crucial role in our education system. They manage everything from teacher absenteeism to professional development and administrative responsibilities,” Professor Sullivan stated. “However, current policies often overlook the needs of casual relief and short-term contract teachers.”
Professor Sullivan pointed out that over half of early career teachers are employed in casual or short-term positions. “If we do not provide adequate support for new teachers entering the field, we will continue to face retention challenges,” she added.
UNESCO has highlighted an urgent demand for 44 million primary and secondary teachers globally by 2030. To ensure the quality and sustainability of the teaching workforce, it is imperative that policymakers implement mandatory induction support systems, targeted professional development pathways, and systemic reforms for substitute and temporary educators.
Emily Rowe, a Ph.D. researcher at UniSA, emphasized the need for the education system to extend support and professional learning opportunities to all early career teachers, not just those in permanent positions. “Effective induction is based on teachers having stable, long-term roles at a single school, allowing them to receive regular mentoring, build relationships, and develop their professional skills,” Rowe explained. “Yet, the reality is that only 45% of casual relief teachers undergo a formal induction.”
Many early career teachers report feelings of alienation, cultural disconnection, and a lack of systemic support. Current guidelines place the burden of career advancement on teachers themselves, requiring them to build networks and gather evidence for their portfolios independently, rather than receiving structured assistance from schools during critical early stages.
Rowe concluded, “Education systems must cultivate talent to retain it. This is essential for attracting and keeping teachers, ensuring they have rewarding and lasting careers.”
