Australia’s teacher shortage has long been framed as an early-career problem, but new research suggests the bigger alarm bell may be ringing in the middle of the profession.
The study by Monash University – which involved more than 16,000 Australian teachers who were surveyed between 2019-2024 – found that experienced teachers are being gradually worn down by workloads that are not just heavy, but emotionally relentless.
Mid-career teachers – those with six to 19 years’ experience – were the least likely of any cohort to say they planned to stay until retirement. Just 30% said they intended to remain, compared to 37% of teachers in their first five years, and 56% of first-year teachers.
The study found that both burnout and demoralisation are big contributors to mid-career teachers leaving the profession, but a staggering 84% of respondents cited workload as their top reason.
It takes a village
Lead researcher, Dr Fiona Longmuir, said that these issues are not necessarily something that individual schools can solve alone, pointing out that there are broader community and government factors at play.
“These include underfunding, staff shortages, reduced respect, mental health, and so on, that are making teaching more challenging,” Dr Longmuir told The Educator.
“Schools can be conscious of both [burnout and demoralisation] and focus on the local conditions that support teachers, how they are able to ensure enjoyment remains important for teachers and students, and prioritise expectations of teaching work.”
However, Dr Longmuir noted that even with the best intentions at the school level, meaningful change is hard to achieve.
“This is difficult in systems and communities that expect a great deal from our under-resourced, under-staffed schools.”
Looking ahead, Dr Longmuir said system level changes, such as reducing administrative and accountability burdens on schools, would make a meaningful difference.
“There also needs to be more discussion on how current curriculum and teaching standardisation trends are having impacts on the possibilities for relational work and responding to diverse student needs,” she said.
“These trends are limiting teachers from doing the types of work that they think are most important and being able to provide personalised support for student learning need. Teachers report that this loss of agency is damaging to their moral drivers of teaching work.”
Implications for the leadership pipeline
While two-thirds of teachers have more than a decade of classroom experience, studies show they lack proper support to move into leadership roles.
Making matters worse, a national survey published in March shows stress, burnout and workload pressures experienced by school leaders are reaching “critical” levels.
However, while nearly half (47.8%) of principals reported physical violence and more than half (53.7%) faced threats, 2025 marked the first decline in both since 2020, suggesting progress is being made.
The Survey’s lead investigator and school wellbeing expert Professor Theresa Dicke said there has been “real movement” in some jurisdictions and increased urgency among policy makers, system leaders, and professional associations.
“We are beginning to see a slowing of some adverse trends, but the key word is ‘beginning’; the improvements are minimal and the baseline remains too high,” Professor Dicke told The Educator.
“The priority for 2026 should be workload reduction that is structural [especially compliance and administrative burden], stronger psychosocial safety obligations in practice, protecting mental health, and a clear, consistent approach to preventing and responding to threats and violence in schools.”
Green shoots
One program that is helping to strengthen Australia’s school leadership pipeline is the Leadership Development Program (LDP), launched in 2010 by Teach For Australia.
At the start of the 2026 school year, the LDP has seen 148 new educators start their teaching career in low-SES schools where shortages are most concentrated.
More than half of the 2026 cohort (52%) are mid-career professionals who graduated more than five years ago, reflecting a growing pipeline of career changers moving into teaching.
Teach For Australia Chief Executive Officer, Edwina Dohle, said the LDP is about far more than filling vacancies.
“It’s about strengthening teaching practice and expanding what students believe is possible for their futures,” Dohle told The Educator. “In 2026, we’re seeing participants bring deep subject knowledge alongside real-world experience that makes learning more relevant and engaging.”
Dohle said early feedback from schools is that students are more motivated when lessons connect to practical applications.
“Participants are also stepping up as emerging leaders, contributing positively to staff culture and supporting school improvement. Over time, this helps lift student outcomes and expectations across schools.”
New pilot offers hope for a profession under strain
Federal Education Minister, Jason Clare, recently announced that the Commonwealth will contribute funding to a national pilot for reflective supervision for principals, coordinated by Headspace, in response to growing concern about the health and wellbeing of school leaders.
Reflective Supervision (RS), an evidence-informed strategy backed by national principals’ peak bodies, is designed to support school leaders’ wellbeing through structured, evidence-informed practices.
“The pressures facing principals continue to intensify, and targeted, structured support of this kind is both timely and necessary,” ASPA president, Andy Mison, told The Educator. “A coordinated effort across states, territories and the Commonwealth is crucial to ensure public funding is transparently tracked and aligned with the Declaration’s equity and excellence goals.”
The Association of Heads of Independent School Australia (AHISA) CEO Dr Chris Duncan, said his organisation has embarked on RS with current and former Principals who are undertaking training to become Professional or Reflective Supervisors.
“This six-month course at the University of Sydney accredits former and current Heads with the skills, knowledge and disposition to offer professional supervision to colleagues,” Dr Duncan told The Educator. “RS differs significantly from coaching, mentoring or counselling.”
Dr Duncan said education has been slow to adopt professional supervision, which is a requirement in many front-line professions including psychologists, social workers, clergy and first responders.
“RS is an innovation in supporting Principals to deal with the intensifying demands of school leadership, and AHISA is committed to providing Professional Supervision to all its members who deem it essential for their professional and personal wellbeing.”