Australia’s deepening teacher shortage may be compounded by a policy fixation that fails to reflect the realities of modern classrooms, new research suggests.
A study led by Queensland University of Technology (QUT) has cast doubt on the credibility of the term “classroom ready” — a label increasingly used in education policy circles to assess graduate teachers. Published in the Asia-Pacific Journal of Teacher Education, the research argues that the phrase has become a political shorthand, divorced from the day-to-day challenges of teaching.
Associate Professor Rebecca Spooner-Lane, the study’s lead author, says classroom readiness has shifted from being a practical benchmark to more of a policy slogan. Worryingly, graduates are being asked to meet criteria that look good on paper but don’t capture the emotional, behavioural, and relational demands of the job.
Among the study’s key concerns is that performance assessments for aspiring teachers often sideline issues like student behaviour, burnout, and emotional fatigue — the very factors driving thousands from the profession. The most recent studies into this issue show nearly 50% of Australian teachers leave within their first five years, citing excessive workloads and lack of systemic support.
The report’s authors say the findings come at a critical juncture. With mounting pressures on educators and a dwindling pipeline of new talent, the researchers warn that clinging to outdated notions of readiness may be setting up future teachers to fail before they’ve even begun.
As policymakers grapple with how to stem the exodus from the classroom, the study calls for a broader, more realistic definition of teacher preparation — one that values not just instructional know-how but also the resilience, adaptability, and human connection that define great teaching.
“To address the unrealistic expectation placed upon new teachers to be "classroom ready" from their first day, education systems and policymakers must adopt a more supportive approach to initial teacher education and early career development,” Associate Professor Spooner-Lane told The Educator.
“It is increasingly the case that new teachers are being sent into schools that are short-staffed and where experienced teachers are feeling burnt out. It is not realistic to expect that new teachers are ‘ready’ for a workplace that experienced teachers are finding so challenging.”
Even at the best of times, teaching is a complex profession and developing proficiency requires time, experience, and opportunities for feedback and reflection, says Associate Professor Spooner-Lane.
“Policymakers must therefore prioritise mentorship for beginning teachers, pairing them with experienced educators who can guide them through the challenges of classroom practice, school culture, and professional growth,” she said.
“Beginning teachers need time and support to understand and adapt to the school environment.”
Support needs to be continuous
Associate Professor Nerida Spina, co-author of the study, said there was an urgent need to ensure new teachers are well supported once they start work into the profession, which is where many report support is lacking.
"We cannot expect graduating teachers to step into classrooms as fully-fledged experts from day one,” Associate Professor Nerida Spina said. “They require structured support systems that guide their early years in the profession, helping them build confidence and competence.
Associate Professor Spina said a teacher’s journey should be “one of continuous development, shaped by meaningful mentorship and accessible opportunities for learning.”
“Without these, new educators may struggle to navigate the complexities of real-world teaching,” she said.
“Standardised testing alone does not prepare teachers for the realities of the classroom. Instead, we must invest in hands-on training, professional collaboration, and real-world teaching experiences that truly equip them for success.”
Associate Professor Spooner-Lane said while ITE programs still have an important role and must continue to equip pre-service teachers with strong foundations in curriculum – and an understanding of how to teach an increasingly diverse student population – readiness cannot be viewed as a static endpoint at the end of a degree, she pointed out.
“Starting out as a teacher is just one part of a developmental continuum,” she said. “The schools and centres that employ new teachers must make sure they provide targeted professional development in their early years, reinforcing their skills and confidence over time.”
Associate Professor Spooner-Lane said government policy must acknowledge that becoming an effective teacher is a journey.
“Reducing the pressure for immediate competence can reduce expectations on new teachers, and instead help new teachers think about their long-term growth,” she said.
“This added support will help retain early career teachers and build a more resilient, skilled teaching workforce prepared to meet the evolving needs of students and education.”