Australia’s Teacher Shortage Crisis Deepens, OECD Data Reveals

SYDNEY: Alarming new international data has placed Australia among the worst-performing countries in the OECD for teacher shortages, particularly in public schools, raising serious concerns about the future of equity and quality in the education system.

The findings come from the OECD’s Teaching and Learning International Survey (TALIS), which shows that teacher shortages in Australia are well above the OECD average and are worsening, especially in disadvantaged and high-needs schools.

Australian Education Union (AEU) Federal President Correna Haythorpe described the report as a stark warning for governments at both federal and state levels.

“This report confirms what teachers have been saying for years — Australia’s teacher shortage is real, it’s getting worse, and it’s having a direct impact on teaching and learning,” Ms Haythorpe said.

According to the TALIS data, Australia now ranks among the top three OECD countries experiencing teacher shortages in public schools — a position Ms Haythorpe described as unacceptable for a wealthy, developed nation.

“We urgently need national action to fix the teacher pipeline, from recruitment into initial teacher education to retaining experienced teachers in classrooms,” she said.

The survey highlights that shortages are most severe in schools serving students from disadvantaged backgrounds and those with special education needs — schools that rely most heavily on stable and experienced teaching staff.

“When students with additional needs or from disadvantaged backgrounds are the most affected, the outcome is a deepening equity divide in Australian education,” Ms Haythorpe warned.

Workload and stress have also emerged as critical drivers of workforce decline. TALIS data shows Australian teachers work an average of 46.5 hours per week, significantly higher than the OECD average of 40.8 hours. Nearly two-thirds of teachers report high levels of stress, while more than 80 per cent say their job negatively affects their mental health.

“Our public schools are under enormous pressure. Teachers are overworked, stressed and feel unsupported,” Ms Haythorpe said. “Without urgent government action to address workloads, pay and conditions, we risk losing even more teachers from the profession.”

She called for full and fair funding for public schools, a comprehensive national workforce plan to tackle excessive workloads, and meaningful support for teachers’ mental health.

The TALIS report notes that teachers are more likely to demonstrate effective teaching practices, experience higher wellbeing and job satisfaction, and remain in the profession when they receive adequate support.

“Our students deserve well-qualified and properly supported teachers in every classroom,” Ms Haythorpe said. “There are no shortcuts to fixing the teacher workforce crisis. Governments must genuinely value, respect and support the teaching profession.”

Key TALIS 2024 Findings for Australia:

• 41.9% of lower secondary principals report that teacher shortages hinder the quality of instruction — nearly double the OECD average of 23.1%.

• 58.1% of public school principals report teacher shortages, the third-highest rate in the OECD, compared with the OECD average of 24.9%.

• Teacher shortages in public schools are 33.3 percentage points higher than in private schools, where only 24.8% of principals report shortages.

• In schools where more than 30% of students come from disadvantaged backgrounds, 66.9% of principals report teacher shortages — more than double the OECD average of 31.7%.

• 64.6% of Australian teachers experience high levels of workplace stress, compared with the TALIS average of 43.4%.

• More than 82% of Australian teachers say their job negatively impacts their mental health, placing Australia as the second-highest country on this measure.

Education experts warn that without coordinated and sustained government intervention, Australia risks long-term damage to its public education system and the learning outcomes of its most vulnerable students.