The last several months have seen a sharp spike in resignations in Australia and around the world, in what has widely been dubbed ‘The Great Resignation‘. And the education sector is no different, with recent research revealing that 84 percent of Australian teachers have thought about leaving the profession in the past year. 

The NEiTA-ACE Teachers Report Card 2021, which identifies teacher’s perceptions of education and their profession, found that in addition to a vast majority of educators considering a career change, 75 percent feel stressed by their work, 82 percent struggle with work-life balance and one in three are not satisfied in their job. 

More than half of school principals experienced teacher shortages in 2020, and the Department of Education and Training shows that teaching degree applications as well as completion rates have fallen significantly in the last few years. 

It’s apparent that attracting candidates to roles within the education sector has become increasingly challenging, which makes retention strategies for schools, universities and early learning centres all the more crucial. 

Here are some of the major reasons why Australian educators are walking away from the profession, and what their employers can do about it. 



Unachievable work-life balance 

82 percent of educators struggle to achieve work-life balance, with just over a quarter having to work six days a week and even more putting in up to 10 additional hours of work outside school times. Teachers noted that it was not just their hours of work that have increased, but also their administrative load, the reporting of data and the complexity and intensification of their work. 

Constant policy changes, significant increases in student needs, rapid changes in technology, the expansion and reform of the curriculum, reporting responsibilities and higher community expectations all add to the additional stress and workload of Australian educators. Add to this the pandemic, where schools and institutions were forced to radically shift the way they teach and assist students through this challenging time, and it’s no surprise that our educators are experiencing a significant imbalance. 

“The pandemic has certainly elevated teacher’s stress levels and workload, and a lot of them are finding it very challenging to achieve a work-life balance”, says Bayside Group Senior Consultant Francesca Conte. 

“Though teachers in specialist areas, such as language, chemistry and physics, have always been more challenging to source, it’s become an even greater barrier for schools.” 

To reduce the risk of employee burnout, employers should place an emphasis on creating structured wellbeing and support programs, and continuously review their efforts in bettering employee wellbeing. This means fostering a sense of social connection, creating a psychologically safe working environment, enabling greater flexibility and providing access to support services.

Uncompetitive salaries 

According to the survey, 49 percent of teachers reported they are paid “poorly” or “very poorly”, and a number of respondents identified remuneration as the biggest challenge faced by the profession. Teachers’ salaries have been on the decrease for the past several years and don’t increase proportionately in line with an educator’s experience. Adding to this, 84 percent of teachers indicated their salaries had decreased as a result of the pandemic. 

Many educators have undergone a sustained period of working in difficult conditions during the pandemic, citing increased intensity, higher stress and a larger workload. While salary is only one component of a retention strategy, an independent inquiry in 2020 found that increasing teacher salaries by 10 to 15 percent to bring them on par with other similarly educated professions would help overcome shortages and recruit the additional teachers needed to cope with enrolment growth.

Poor recognition and low professional status

As much as 71 percent of Australia’s educators feel underappreciated and say they’re concerned about the lack of acknowledged professional status. As well as feeling “demoralised” due to continuous industrial struggles to achieve fair salaries, educators also cited the lack of career progression and professional development as reasons for feeling undervalued. 

In this way, Francesca says employers can improve retention by creating a sense of forward momentum for their workforce. 

“Clear pathways for professional development should be communicated to staff, and then followed through,” she says. “And ensuring they won’t have an excess workload to take home as a result of this will also be important for time-poor teachers.” 

Managers should be encouraged to regularly sit down with individuals to develop professional growth plans, uncovering where employees want to develop and how this can be achieved, as well as the individual challenges they’re facing. 

“During my time in the education sector, I’ve seen wellbeing programs work really well”, says Francesca. “And tailoring support based on the individual employee’s needs – whether it’s assisting with children’s behavioural issues or helping them manage parent-teacher relationships – will make employees feel valued and appreciated.” 

If you’re looking for employees within the education sector, contact Bayside Group today and speak with our dedicated education recruitment consultants.