New data reveals the depth of experience across Australia’s teacher workforce, with two-thirds (66%) bringing more than a decade of classroom expertise.
The data, contained in AITSL’s latest National Trends: Teacher Workforce publication, also revealed a rise in senior leaders with 10 to 29 years of experience, increasing from 57% in 2019 to 63% in 2023 – highlighting an opportunity to support experienced educators as they step into leadership roles.
Below, The Educator speaks to AITSL CEO Tim Bullard about what the latest national workforce data reveals regarding teacher experience, leadership transitions, succession planning, and the urgent priorities shaping the future of Australia’s teaching profession
TE: What kind of picture does the National Trends: Teacher Workforce publication paint of the Australian teaching workforce in 2025?
The latest data from the National Trends: Teacher Workforce publication tells us that the teaching workforce is a highly experienced and dedicated profession. Two-thirds of teachers have over 10 years of experience, with growing depth in leadership roles. It’s encouraging to see early-career teacher numbers returning to pre-pandemic levels and more teachers in stable employment.
It is incredible to think that 50,556 teachers and school leaders shared their experience and insights through the Australian Teacher Workforce Survey in 2023. This level of response means we can extrapolate out and see a really clear picture of the whole profession.
This is so valuable for employer groups. The findings highlight opportunities to better understand the pressures teachers are experiencing, and for employers to develop policies and solutions to support them to continue making a meaningful difference in the lives of children and young people.
TE: Many experienced educators are stepping into leadership roles—but what are the most common challenges they report during this transition, and how can schools better support that shift at a system level?
As more experienced teachers step into leadership roles, what we are seeing through the data is with the transition brings new responsibilities and learning curves. Many leaders are engaging more with parent partnerships, leading professional learning and providing support for their staff. What we know is that structured programs, mentoring, and leadership development opportunities all help build confidence and capacity. With the right supports in place, we can continue fostering leaders who not only thrive in their roles but help their teams, children and young people flourish too.
TE: AITSL’s data shows the profession is maturing—but what does this mean for succession planning, particularly in schools where the majority of leaders are approaching retirement?
The data shows the teaching profession is experienced, and many school leaders are well established in their careers. Like any profession, this presents a valuable opportunity to strengthen succession planning. Encouraging mid-career teachers to explore leadership and providing clear pathways to step into these roles can help schools prepare for the future. Supporting aspiring leaders early, and recognising the diverse skills they bring, will ensure that schools continue to be well led, and that children and young people benefit from consistent, capable leadership in every learning environment.
TE: You said whilst there has been some easing in workforce challenges being experienced by the profession, there is still so much more to do. What do you think should be the most pressing areas of focus for school leaders and education policymakers moving forward?
The data shows encouraging signs – such as improved job stability and a return of early-career teachers – but also reminds us that continued support is needed. Priorities include strengthening teacher wellbeing, supporting sustainable workloads, and creating clear pathways for leadership development.
This is why we ask the profession each year to complete the Australian Teacher Workforce Survey, which opens in August. It’s an opportunity for teachers and leaders to share their experiences. Their insights shape national policy, strengthen workforce planning, and guide reforms that aim to improve teaching conditions. Ultimately, this helps create the environments where teachers can thrive and where all children and young people are better supported in their learning journey.