Catching up over lunch, sharing those “am I cut out for this?” moments and having a real say at school could help keep new teachers around, new research suggests.
The study by Monash University shows half of new teachers leave within five years, but researchers have pinpointed 41 factors that strengthen “teacher belonging” and retention.
The study, which reviewed teacher belonging across 15 countries, with practical solutions ready for Australian schools, found that while induction programs and role clarity help, belonging is most influenced by relationships – supportive colleagues, respectful leaders and shared experiences.
Lead researcher Ebony Melzak said these findings offer schools a clear blueprint to support early career teachers and reduce attrition.
“Early career teachers are often reporting a feeling of overwhelm and emotional exhaustion, creating doubt in their career choice,” she said.
Melzak said this is compounded by a lack of understanding from experienced colleagues and leadership of the early career experience, as well as not feeling supported with the day-to-day responsibilities of teaching.
“From supportive relationships to providing early career teachers with the opportunity to contribute their innovative ideas without being shunned for being ‘inexperienced’, schools that consider these factors can create environments where teachers feel accepted, valued, and ultimately where they belong and want to stay,” she said.
‘The teacher-student relationship is critical’
In addition to keeping teachers in the classroom, teacher belonging is also a top contributor to student belonging and academic engagement.
Melzak said fostering teacher belonging can give teachers the resources to create a reliable and safe learning environment for their students.
“The teacher-student relationship is critical to students’ educational success, so having satisfied and motivated teachers who are invested in their students will naturally give those students a better experience in the classroom,” she said.
“Teachers’ sense of belonging has been linked to greater teaching outcomes, including belief in their teaching ability, enthusiasm, and likelihood to show up on a consistent basis. Ultimately, nurturing teacher belonging is not only beneficial for teachers but also plays a vital role in shaping a positive and effective learning environment for students.”
Monash Associate Professor Kelly-Ann Allen said the findings could also translate into teacher training programs.
“We need to embed these messages and strategies from the ground up so that new teachers entering the profession receive a strong message that they are valued and respected from day one,” she said.
“This research is a great opportunity to contribute to a more positive conversation about teaching. It’s time we flipped the narrative and returned to the reasons so many people choose to become teachers in the first place.”
Michael* has been a teacher in Melbourne’s inner east for six years in both government and independent schools.
He said the focus on regular online meetings to connect with colleagues during Covid-19 lockdowns gave him a unique opportunity to quickly establish strong links within the school.
“These meetings were not only about the planning for teaching and learning, but more importantly checking in to see if I was okay, and how I was adapting to the relevant platforms the school was using,” he said.
*Michael said being provided regular opportunities to contribute and test the status quo from middle and senior leadership teams have enabled him to develop professionally.
“To ensure early career teachers remain in the profession, and continue to develop the necessary skill set to thrive in this industry, it is imperative to provide time allowance to work in professional learning communities, within their current school, but also within a network of early career teachers.”
*Pseudonym used