Queensland’s independent schools are setting the benchmark for great workplaces in education, according to a new report by Queensland Independent Schools (ISQ) and analytics firm PeopleBench.
The study, based on feedback from almost 3,000 staff across 88 schools, found that the state’s independent schools are offering the things educators value most – genuine professional growth, flexibility, and autonomy – helping them feel empowered and fulfilled.
However, the report noted that there is room for schools to grow in terms of addressing workforce challenges – namely large workloads, work intensity, and a perceived lack of staff input into decision-making.
ISQ Chief Executive Officer Chris Mountford said the findings reflect the sector’s commitment to creating environments where staff feel valued, supported and connected to their purpose.
“This report shows that Queensland’s independent schools are thriving communities where people, more often than not, genuinely enjoy coming to work,” Mountford said.
“Our schools are, by and large, deeply supportive and engaging places to work. Staff value the strong relationships, the sense of purpose, and the collaborative culture that defines our schools. These are qualities our sector must protect and promote.”
The report also highlights the sector’s ability to offer meaningful professional development and role autonomy, with many staff reporting input into how their work is shaped and how they pursue learning opportunities.
“Independent schools have the flexibility to tailor their workforce strategies to meet the needs and wants of their individual communities,” Mountford said. “This agility is a real strength, allowing schools to innovate and respond to the evolving expectations of staff, parents and students.”
PeopleBench CEO Fleur Johnston said workload and work intensity are the twin challenges that weigh heaviest on school principals in 2025.
“The State of the Independent School Workforce Report shows that 53% of staff experience high work intensity, and workload is the number one reason staff consider leaving,” Johnston told The Educator. “Principals are caught in a cycle of managing immediate pressures while trying to create sustainable systems for their teams.”
Johnston said the real challenge lies in breaking this cycle.
“This means designing roles that balance demands with resources, streamlining processes, and giving staff a voice in how they work,” she said. “It’s not easy, but it’s essential for principals to start to think strategically about these problems if they want their schools to be places of work where staff want to stay and thrive.”
Johnston said while the report identifies areas for continued improvement, its overall message is one of optimism and opportunity.
“It’s no secret that the world is running out of teachers—a reality reflected in international studies and UNESCO numbers showing declining attraction to the profession,” she said. “It matters deeply to me that Education leaders and decision-makers create rewarding jobs in sustainable workplaces – places where people want to come and build a career.”
Fortunately, Queensland’s independent schools have a strong foundation, Johnston said.
“Seventy-seven per cent of staff describe their school culture positively, characterised by collaboration and supportiveness,” she said. “This is a huge opportunity for principals to build on what’s working.”
Johnston said the research that PeopleBench does ensures principals have the insights they need to make informed, strategic decisions about staffing.
“This is whether that’s leveraging AI to ease administrative burdens or finding new ways to invite staff input into decisions about how they work,” she said. “Schools that prioritise strategically investing in their people will stand out as employers of choice, and this report underscores that there’s no one-size-fits-all solution.”
Johnston said while the new ISQ-PeopleBench report provides a benchmark for the sector, it is merely a guide for school leaders to act upon in their own context.
“Principals will need to dive deeper into workforce insights specific to their school environment in order to feel confident that what they’re doing is right for their school community.”