The global education sector is currently facing an unprecedented teacher shortage crisis, with early career educators departing the profession at alarming rates. Recent data reveals that nearly 20% of new teachers exit within just five years, a trend largely attributed to fragmented support systems and inconsistent induction practices. This phenomenon threatens the stability and effectiveness of education worldwide, necessitating urgent policy reform to ensure a sustainable and competent teaching workforce.
Australian researchers from the University of South Australia, in collaboration with Western Sydney University, Griffith University, RMIT, and Monash University, have conducted a comprehensive study investigating induction policies affecting casually employed and contract early career teachers between 2016 and 2023. Their analysis highlights that while incremental progress has been made in integrating these teachers into formal induction systems, significant gaps persist, leading to systemic inequities that undermine teacher retention and professional growth.
Professor Anna Sullivan, the lead investigator and a key figure in UniSA’s Centre for Research in Educational and Social Inclusion, emphasizes the critical role that casual and contract teachers play within the education ecosystem. These educators not only fill in for absences but also contribute to administrative duties and ongoing professional development initiatives. Despite their vital contributions, current policy frameworks often marginalize casual and short-term contract teachers, providing limited structured induction support, which is essential for career longevity and efficacy in classroom delivery.
The study reveals a disconnect between existing teacher induction guidelines and the realities faced by more than half of early career teachers, who are employed in precarious roles with limited job security. This discrepancy creates an inequitable environment where only those with permanent positions receive comprehensive induction and mentoring support. Such disparities hinder the capacity of new teachers to develop professional competence, embed themselves within school cultures, and ultimately lead to higher attrition rates among casual teachers.
Globally, UNESCO has underscored the urgency of addressing this challenge, projecting a demand for 44 million primary and secondary teachers by 2030. This substantial gap illustrates the scale of the problem and underscores the critical need for policy solutions that extend beyond traditional induction programs. Effective strategies must encompass mandated support structures and targeted career development pathways that acknowledge the unique challenges faced by contract and substitute teaching staff.
Emily Rowe, a PhD candidate at UniSA and co-author of the study, provides further insight into the complexities of induction for early career teachers. She outlines that successful induction relies on continuous, long-term employment within a single institution, enabling teachers to build professional networks, receive consistent mentoring, and engage meaningfully with the school community. However, the transient nature of casual appointments often leaves many teachers alienated, isolated, and deprived of these essential supports, exacerbating feelings of professional and cultural dislocation.
Data from Australian research bodies corroborate the study’s findings, indicating that only 45% of casual relief teachers receive any form of formal induction. This shortfall not only impedes the professional development of these educators but also compromises classroom effectiveness and student outcomes. The lack of structured induction programs places undue responsibility on teachers themselves to navigate their early career progression through self-directed networking and portfolio development, rather than benefiting from institution-led guidance.
The researchers advocate for systemic reforms within human resource policies to institutionalize equitable induction processes for all teacher cohorts, irrespective of employment status. Such reform would include mandated induction protocols, consistent mentoring availability, and dedicated professional learning opportunities tailored to the needs of casually employed educators. These measures would create a more inclusive professional environment, fostering teacher retention and enabling sustainable workforce planning.
Crucially, the study draws attention to the inherent irony that while casual and contract teachers constitute a majority of early career educators, their systemic marginalization in induction policies threatens the very fabric of educational delivery. Without addressing these inequities, educational systems risk perpetuating cycles of high attrition, deteriorating teaching quality, and growing shortages that imperil global educational goals.
In light of these findings, education leaders, policymakers, and schools must prioritize the development and implementation of comprehensive induction frameworks that integrate casual teachers fully into the teaching community. Successful induction should not be conditional on contract length or employment status but embedded as a core responsibility of education institutions to nurture and retain talent.
The urgency of reform is further underscored by demographic and labor market trends that limit the availability of qualified teachers, making retention strategies paramount. Building resilient induction systems that recognize the diverse employment realities of early career teachers represents a critical investment in the stability and quality of education provision worldwide.
Ultimately, realizing equitable induction policies demands a shift in perspective—from viewing casual and contract teachers as peripheral personnel to recognizing them as indispensable members of the educational workforce. Such a transformation would not only ensure fairer treatment but also bolster educational outcomes by sustaining a more committed, confident, and competent teaching corps.
Subject of Research: Not applicable
Article Title: 10.1080/02680939.2025.2580975
News Publication Date: 29-Oct-2025
Web References:
- https://www.tandfonline.com/doi/full/10.1080/02680939.2025.2580975#abstract
- https://www.aitsl.edu.au/research/australian-teacher-workforce-data/atwd-reports/national-trends-teacher-workforce-jun2025
- https://www.unesco.org/en/articles/global-report-teachers-what-you-need-know
- https://www.aitsl.edu.au/docs/default-source/research-evidence/induction-summary-evaluation-report.pdf
References: Rowe, E. et al. (2025) ‘Precariously employed early career teachers and induction policies: a critical policy study’, Journal of Education Policy, pp. 1–19. DOI: 10.1080/02680939.2025.2580975
Keywords: Education, Education administration, Education policy, Teacher training
