Between 2001 and 2011, the number of of teaching staff across government and non-government sectors rose from 249,629 to 290,854, an increase of 41,225 (17%). (ABS, 2012)
Between 2001 and 2011, the number of of teaching staff across government and non-government sectors rose from 249,629 to 290,854, an increase of 41,225 (17%). (ABS, 2012)
The number of teachers aged over 50 had increased while the number under 30 had decreased. The average age of Australian teachers is 43.4 years, compared with the OECD average of 42.9 years.  For principals the average is 53.2 years compared to 51.5.

(ACER, 2014)

Demand for teachers is on the rise. The population of primary students is set to increase dramatically over the next ten years. Secondary schools will start to see the increase flow through from 2018.

(ACER, 2015)

38.6% of Australian school principals are women. This is lower than the OECD average of 44.6%.

(OECD, 2013)

There were 288,294 full-time teachers in Australia in 2019, of which 81,456 were male and 206,838 were female.

(ABS, 2019)

In 1981 there were more male teachers (55%) than female: 30 years later, just 42% of secondary teachers are men.

(ACER, 2012)

Currently, about 20% of mathematics and physics teachers and 30% of computing/IT teachers are teaching out-of-field.

(ACER, 2015)

63% of teachers report that appraisals of their work are done purely to meet administrative requirements. 61% report that appraisal of their work has little impact on the way they teach in the classroom.

(Grattan, 2011)

Lower secondary teachers spend, on average, 18.6 hours per week teaching and 7.1 hours per week preparing.

(OECD, 2014)

Entry to teaching is not competitive. Despite the intentions to recruit our teachers from the top 30% of school leavers, less than half of the offers to study education are given to students with an ATAR above 70.

(ACER, 2015)

Male representation in the classroom continues to steadily decline. Male teachers make up 39.2% of secondary teachers and 18.1% of primary teachers.

(ABS, 2019)

The 2020 Education Report asked school leaders what the biggest challenge is in their schools. Lack of time and workload level were the highest responses.

(The Educator, 2020)

A major national survey of more than 2,000 teachers has found 73 per cent believe their workload has noticeably increased in the past year.

(AEU, 2015)

The average age of teachers has increased over time. The median age of teachers rose from 34 years in 1986 to 43 years in 2001 (ABS, 2003), and to 45 years in 2003 (MCEETYA, 2003). This increase is possibly associated with the ageing of the existing teacher population coupled with higher attrition rates of younger beginning teachers.

(ACER, 2008)

Over a third of Years 7 to 10 mathematics teachers have not studied tertiary mathematics or how to teach it.

PWC, 2016

In an empirical study, more than 40% of teachers with no induction/mentorship program chose to move or leave the school they were working at, compared with only 27% of those who participated in a collaborative induction program.

(Rinke, 2008)

Up to 50 per cent of new teachers have left the profession before their fifth year.

(The Educator, 2015)

A study by the Australian Education Union (AEU) surveyed 1200 beginning teachers and found that 45% did not intend to be teaching in 10 years time

(AEU, 2006).

Around 90% of teachers indicated that their workload at some stage has had a negative effect on their quality of teaching.

(AEU, 2016).

Research comparing the impact of school and government programs and policies shows that better appraisal and feedback for teachers is the most effective program available to governments. It can improve their effectiveness by 20 to 30%. Apart from its impact on students’ lives, it would increase Australia’s long-run GDP growth by about 0.4% a year, adding $240 billion to GDP by 2050.

(Grattan, 2011)

Among final year primary teacher education students there were few with specialisations in mathematics, science and technology. 7% indicated either a first or second specialisation in mathematics, 6% indicated a first or second specialisation in science and 9% indicated a first or specialisation in technology.

(ACER, 2008)