Every teacher has a story about workload, burnout, or what keeps them in the job, but those stories rarely cut through the politics.
The Australian Teacher Workforce Survey is one of the few chances teachers get to put real classroom experience directly in front of the people shaping reform. And right now, with the survey still open in NSW, Victoria and Tasmania, every response strengthens the data governments rely on to make decisions that actually reflect school realities.
The latest Australian Teacher Workforce Data (ATWD) National Trends report shows just how powerful this data can be. It captures everything from the support early career teachers receive — only 55% say they had a formal induction, with mentoring proving the biggest lifeline — to the value of experience, with 8% of teachers clocking more than 40 years in the job. It also highlights how quickly some leaders rise, with 16% of principals stepping into the role within a decade.
These insights are already shaping workforce planning across Australia, but they’re only as strong as the number of teachers who take part, which is why completing the survey matters now more than ever.
Recently, The Educator spoke to Tim Bullard, CEO of the Australian Institute for Teaching and School Leadership (AITSL), which runs the survey, about how teachers’ contributions are shaping the national evidence base – from what the latest data reveals, to how it’s influencing policy, supporting returning teachers and informing the profession’s future.
TE: Why is it important for teachers to complete this survey?
The Australian Teacher Workforce Survey gives every teacher the chance to share their experiences and directly shape workforce planning and teacher support across the country. Each story helps inform stronger national policies, better support for teachers, and a more sustainable future for the profession. Because every teacher’s journey is unique, it’s important that all registered teachers take part in the survey. The survey has closed in some states, however, it’s currently open in NSW (until 21 Nov), Victoria (until 21 Nov) and Tasmania (until 26 Nov).
TE: You're often quoted as saying that AITSL is the voice of teachers. Is that voice driven by the Australian Teacher Workforce Survey?
We know that teachers and school leaders shape the learning, confidence, and futures of our young people, and AITSL’s role is to support and strengthen that impact. The Australian Teacher Workforce Survey is a great example of capturing the voice of the profession. We collect insights from teachers and school leaders across the country to build a clearer, evidence-informed picture of the profession – directly influencing education policy, strengthening workforce planning, and driving national reform.
TE: What are some of the key findings from the survey?
One of the key findings that really stood out to us relates to the experience across Australia’s teacher workforce, with two-thirds (66%) bringing more than a decade of classroom expertise. The data 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. Supporting experienced leaders is a priority, and we know that our principals are key to maximising the learning for Australia’s children and young people. Our leadership-focused initiatives, particularly in strengthening middle leader capability, are essential in building a sustainable, high-performing education workforce.
TE: What key themes or perspectives stood out from the diverse range of teachers who took part in the most recent Teacher Survey?
What struck me most was the diversity of experiences that surfaced with teachers’ backgrounds. This diversity shapes their journeys in very different ways. Understanding these differences is essential when advocating for teachers, because it helps ensure that workforce policies and supports are not “one-size-fits-all” but instead responsive to the realities teachers face every day. The data captured in the Australian Teacher Workforce Survey is especially powerful because it provides a more complete picture of the profession. By bringing together these varied voices, the data helps identify both common challenges and unique needs across the workforce, which in turn can influence more effective policy decisions. Ultimately, the strength of this survey lies in its ability to ground workforce advocacy in real teacher experiences, ensuring that policies reflect what teachers need to thrive.
TE: What can education systems and governments do to better support teachers who leave the profession and wish to return later?
We know that some teachers will step away at different points in their career — maybe to raise a family, take on other roles, or explore new opportunities. The key is making it easy for them to come back when they’re ready. And when teachers do consider returning, we know what makes a difference — things like reducing workload, offering more opportunities in their preferred locations or subject areas, and providing clear pathways into leadership. These changes help keep great teachers connected to the profession, even if their journey isn’t always linear.
TE: Since launching the Teacher Survey in 2018, you've gathered a valuable body of data. Can you share an example of how these insights have influenced education policy or practice?
We’re seeing this data inform real action across the sector. AITSL has played a part in delivering the National Teacher Workforce Action Plan (NTWAP), which will help with the current challenges faced by the teacher workforce and retain them in the profession. As part of this plan, state and territory governments piloted new approaches to reduce teacher workload through a Workload Reduction Fund designed to maximise the value of teachers’ time. They also built on existing efforts to reduce unnecessary workload by planning, collaborating, and independently evaluating the effectiveness of these measures. In addition, they focused on developing and supporting career pathways that value teachers and reflect the transitions outlined in the Australian Professional Standards for Teachers.
TE: Looking to the next five years, what gives you confidence or optimism about the future of the teaching profession in Australia?
What gives us hope is the growing recognition that education truly is everyone’s business. We see a strong commitment across governments, communities, and education systems to support teachers, not just as professionals, but as essential contributors to children and young people’s growth, wellbeing, and future success. The Australian Teacher Workforce Data (ATWD) gives us confidence because it provides evidence-informed insights into teacher backgrounds, career stages, and workforce trends. This data equips policymakers with the information needed to address workload, wellbeing, and retention challenges, and to create pathways that make teaching a sustainable and fulfilling career. We are also encouraged by the increasing focus on professional learning, innovation in pedagogy, and efforts to make the profession more flexible — supporting teachers to enter, step away, and re-enter as life circumstances change. Collectively, these initiatives point to a future where teachers feel valued, supported, and empowered, which benefits both educators and the children and young people they teach.
As we look to the next 5 years, the future of teaching in Australia feels both promising and purposeful. By valuing teachers, supporting their wellbeing, and using data to guide decisions, we’re not just strengthening a profession — we’re shaping the lives of generations to come. When teachers thrive, students thrive, and when education truly becomes everyone’s business, the possibilities for learning, growth, and community impact are limitless.