Study Reveals Need for Improved Support for Casual Teachers
A recent study by the University of South Australia highlights critical gaps in the support and induction of casual and contract teachers. With global teacher shortages escalating, retaining these educators is essential for maintaining quality in education. The research reveals that nearly one in five early career teachers leaves the profession within five years, primarily due to inadequate induction processes.
Conducted in collaboration with Western Sydney University, Griffith University, RMIT, and Monash University, the study examined induction policies for casual and short-term contract teachers from 2016 to 2023. While some progress has been noted, significant disparities remain, particularly for those in non-permanent roles. The findings were published in the Journal of Education Policy on November 4, 2025.
Call for Systemic Changes
Professor Anna Sullivan, the chief researcher and a member of UniSA’s Center for Research in Educational and Social Inclusion, emphasizes the necessity for government policies to focus more on the retention and career development of early career teachers. “Casual and contract teachers are essential to the teacher workforce. They cover everything from teacher absenteeism to professional learning and administrative duties,” she stated. “Yet the current policy responses do little to recognize or support casual relief or short-term contract teachers.”
The study points out that existing induction guidelines primarily cater to teachers with permanent positions, creating systemic inequities. Around **50% of early career teachers** are employed in casual or short-term contracts, meaning that many do not receive the support they need to thrive in their roles. Without adequate assistance, retention issues are likely to persist.
Urgent Need for Support Structures
According to UNESCO, there is an urgent requirement for **44 million primary and secondary teachers** worldwide by 2030. To ensure a sustainable education workforce, it is crucial for policymakers to implement mandated induction support structures and targeted development pathways for substitute and temporary teachers.
Emily Rowe, a Ph.D. researcher at UniSA, argues that support and professional learning opportunities should extend to all early career teachers, not just those in permanent positions. “Effective induction relies on teachers having long-term, continuous employment at one school where they can access regular mentoring and establish relationships,” she explained.
The reality is stark; only **45% of casual relief teachers** receive a formal induction. Many new teachers face feelings of alienation and culture shock, compounded by a lack of systemic support. Current induction guidelines place the burden of career progression on the teachers themselves, forcing them to build networks and gather evidence for their portfolios without structured assistance.
Rowe concludes that “education systems need to nurture talent to keep it.” This is essential for attracting and retaining teachers, ensuring they have fulfilling, long-term careers in education. The study underscores the pressing need for educational reform to better support casual and contract teachers, ultimately benefiting the broader educational landscape.
For further details, refer to the study: Emily Rowe et al, “Precariously employed early career teachers and induction policies: a critical policy study,” Journal of Education Policy (2025). DOI: 10.1080/02680939.2025.2580975.
