Schools A workforce in crisis
The first AEU–Monash University research paper, based on more than 8,000 responses from schools-based AEU members, has exposed a system in crisis. As we head towards the 2026 Victorian state election – and the next round of VGSA negotiations – the AEU is building a picture of what’s at stake if the government does not take significant steps to address workloads and salaries in our public schools.
The research – based on an AEU–Monash University survey of Victorian public school teachers, principals, assistant principals, and education support staff – shows only three in 10 teachers intend to stay in their jobs until retirement. In addition, almost 40% are uncertain about continuing to work in Victoria’s public schools.
Disturbingly, mid-career educators are most likely to intend to leave and most likely to be uncertain about staying. This raises serious concerns about a significant loss of expertise, which would have a detrimental impact on student learning outcomes and on the support needed for student-teacher preparation, early career teachers, and future school leadership.
The survey found that excessive workloads are the most prevalent reason for staff indicating an intention to stop working in Victorian public schools. Inadequate pay is another key reason cited by those considering leaving.
Excessive administration and compliance tasks, as well as meetings and inadequate planning time, were identified as challenging conditions. The lack of flexibility regarding time use and leave provisions was another major concern for school staff. Also, the escalation of challenging student behaviour and associated safety concerns, and the lack of support and resources available to manage these increasing demands.
Teachers are working an average 12.4 extra, unpaid hours every week to manage the demands of their work and provide high-quality education for their students, the survey found. Yet, they still struggle to find time for their core work, including educational support for students, collaboration with colleagues, and curriculum planning.
School leaders are working an average 17.5 hours of unpaid overtime every week, while education support staff are working around 5.5 hours extra.
“The Department of Education has dumped administration and regulatory work on school staff who should be able to fully focus on educating students,” says AEU Victoria president Meredith Peace. “Teachers, principals and education support staff are bogged down with administrative duties and meetings that are not directly related to students’ class work.”
Meanwhile, salaries in Victorian public schools do not reflect the complexity of teaching or adequately cover the hours worked, and they are not competitive with teachers in other states and territories or the private sector. As one respondent said: “Choosing to be a teacher means choosing to not be able to afford to buy a house in this day and age.”
This research by Monash University’s Education Workforce for the Future Research Lab in partnership with the AEU has been undertaken to inform the first in a new series of public education discussion papers, What the Profession Needs Now for the Future. The first paper, focused on the workforce, is based on the survey as well as engagement with research literature and policy from other national and global settings.
The AEU–Monash University papers are designed to give the profession a stronger voice. Education is constantly in the media, with regular commentary from people who have never stepped foot inside a classroom but feel confident to assert what is ‘wrong’ with the system and how to ‘fix’ it. The union wants members – who have immediate, lived experience of working in schools – to identify the issues you confront and the changes you need to enable you to do your job and, ultimately, keep you in public education.
“This is about ensuring that we have a public education workforce for the future,” says AEU Victorian branch president Meredith Peace. “To do this, we need the Victorian government to recognise the urgent need for pay increases and improved working conditions.
“Without significant and urgent action to retain current staff, the teacher workforce shortage crisis impacting Victorian public schools will get worse. The state government needs to address excessive workloads, promote job security and flexible work options, and show our members that they respect the highly valuable work they are doing in our public schools.”
Lead researcher, Dr Fiona Longmuir, says a focus on retention is crucial. “There are significant proportions of educators working in Victoria’s public schools who are either intending to leave, or uncertain about their future. Given the recent years of attrition and current conditions of teacher shortages impacting the provision of education across Victoria, this should be of significant concern,” she says.
“We have made a series of recommendations, along with the AEU, for policymakers to support school staff currently working in Victoria’s schools to stay. This is crucial to mitigate rising attrition. Principal, teacher, and education support staff salaries should be increased by an amount that provides adequate compensation for the critical and demanding work they undertake.
“We also recommend the Department takes steps to reduce administrative work and meetings to support educators to better manage their workloads and prioritise teaching and learning activities, as well as measures to enhance flexibility, a review of leave provisions, a review of conditions for education support staff, and increased support for school leaders,” Dr Longmuir says.
The Monash paper’s recommendations were the focus of sub-branch and regional meetings throughout Term 3, with members in schools asked to consider whether they hit the mark and to put forward any further ideas. Members can also provide feedback online.
Further papers will look at provision and at parent/school community partnerships. Together, they will form the basis of our campaigns to put the voice of the profession front and centre when decisions are being made about the future of public education and its workforce.
“The state Labor government has not done nearly enough to fix the teacher shortage crisis,” says Meredith. “This new research is a wake-up call for Education Minister Ben Carroll and the Premier.”
