这对劳动力生产瓷砖礼物趋势数据eristics for all participating states and territories (with national coverage achieved in 2020), and for each individual state and territory.
Registered teachers and leaders who participated in the ATWD Teacher Survey provided information about where they are deployed. Those deployed in a school or early childhood setting (theteacher workforce) were then asked about their roles and their contractual arrangements.
2018年,新南威尔士、SA和NT参加ATWD Teacher Survey. In 2019, VIC and QLD joined the ATWD Teacher Survey and in 2020, all remaining states and territories joined (WA, TAS and ACT), providing national coverage.
When examining the data, year-to-year total counts increase due to the growing number of participants responding to the ATWD Teacher Survey. The percentage should be used to understand changes in relative proportions over time,with counts only being compared within the same year.
When comparing data across years, a change in a reported percentage could reflect a change in the composition and experiences of the national workforce. However, it might also reflect the fact that:
- A new state or territory with a different workforce composition joined the ATWD Teacher Survey in a certain year.
- A state had a very high response rate relative to the other states and territories. This occurred in SA in 2018 and QLD in 2022 and resulted in a large portion of the sample coming from these states.
每年的变化百分比更likely to reflect a change in the national trend when it is present in more jurisdictions, and when the newly joined jurisdictions and those with higher response rates have a similarpercentage to the jurisdictions that have previously participated in the ATWD Teacher Survey. National trends that are reported based on data collected over a period of time (i.e. longitudinal data) refer to the participatingstates and territories in the ATWD Teacher Survey for each of those years.
With the release of linked data for 2018-2022 in the future, response rate differences across states and territories will be able to be taken into account.
The preliminary data for 2021 and 2022 shows - a 14 percentage-point increase in the proportion of the teacher workforce across all participating states and territories working on a full-time contract (0.95-1.00 FTE): from 60% in 2020to 74% in 2022. This increase is present (and larger) in some states and territories but absent from others. It is present in QLD (+24 percentage points), NSW (19 percentage points) and ACT (+17 percentage points).
There has also been a 10 percentage point decrease in the proportion of the teacher workforce contracted to work under 4 days per week (<0.79 FTE) - from 27% in 2020 to 17% in 2022. A similar pattern was evident in all participatingstates and territories.
Improvements were made to the collection of the learner levels taught in the 2022 ATWD Teacher Survey. Respondents received state and territory-specific labels for the Prep and Foundation curriculum levels, and subheadings were usedto divide year levels into Secondary, Primary, Foundation and Prep. With these changes having been implemented, there has been a reduction in the proportion of individuals reporting that they are teaching at both the primary andearly childhood learner levels, as well as an increase in the proportion teaching only at the primary learner level.
Initial validation indicates that this methodological change has increased the alignment between the proportion of early childhood ITE graduates and the proportion of the early childhood workforce across early learning centers andschools. Additionally, the proportion of teachers in primary schools and combined schools remained consistent from 2021 to 2022, as did the sum of teachers of primary learners (alone) and primary and early childhood learners.
Full validation will be undertaken when the linked data becomes available.
In 2020, 53% of ATWD Teacher Survey respondents were aged between 40 and 59. Nearly one quarter were aged 60 or older (24%). The highest proportion of registered teachers aged over 60 were in VIC (31%), while NSW had the lowest proportion(20%).
In 2020, 20% of海外出生。这增加了3 percentage pointssince 2018 (17%). At a state and territory level, WA had the highest proportion of teachers born overseas (29%), while TAS had the lowest proportion (14%).
In 2020, almost three quarters (73%) of the teacher workforce were employed under an ongoing/permanent arrangement. 13% of the teacher workforce were employed under a fixed-term contract of less than 1 year, with 4% on fixed-term contractsof more than one year. 10% of the teacher workforce were employed under a casual/casual relief contract.
Between 2018 and 2020, there was a 7-percentage-point increase in the proportion of teachers employed under ongoing / permanent contracts (2018: 67%; 2020: 73%). The proportion of teachers on fixed-term contracts of less than 1 yearfell 6 percentage points (2018: 19%; 2020: 13%), whilst the proportion of those on casual/casual relief contracts and fixed-term contracts over 1 year remained stable.
In 2020, more than half (60%) of thewere employed full-time (0.95-1.00FTE), whereas over one-quarter (27%) worked part-time and less than 4 days a week (˂0.79 FTE) and 13% were employed to work part-time and at least 4 days a week (0.80-0.94 FTE).
The NT recorded a higher proportion teachers employed to work full-time(0.95-1.00 FTE; 84%).
In 2020, most respondents who participated in the ATWD Teacher Survey (94%) had completed their ITE qualification in Australia rather than overseas.
The proportion of respondents who had received their qualification overseas increased by three percentage points from 2019 (3%) to 2020 (6%). A similar increase was seen across all states and territories that participated in the surveyduring this period, including in the three states and territories participating since 2018 (NSW, SA and NT).
In 2020, 77% of registered teachers were women. At a state and territory level, the NT had the highest proportion (80%) of women, and TAS had the lowest proportion (72%).
In 2020, 45% of the teacher workforce taught exclusively at the secondary learner level, 29% exclusively at the primary learner level, 12% taught early childhood and primary learner levels, and 9% taught exclusively early childhoodlearners. A small group (6%) taught secondary and either primary and/or early childhood learner levels.
In 2020, SA had a lower proportion of teachers who taught at the secondary learner level (31%) when compared to the national average (45%).
In 2020, VIC had a lower (22%) proportion who taught at the primary learner level when compared to the national average (25%), while WA had a greater proportion (33%).
In 2020,were the most common type of position for those deployed in schools (59%). Compared to the national average, a greater proportion of the workforce in QLD (65%), and a smaller proportionin the NT (55%), were classroom teachers.
Nationally,were the second most common type of position for those deployed in schools (21%). VIC had a higher proportion of middle leaders (2020: 27%) than the national figure.
Nationally in 2020, there were similar proportions of(CRTs) (10%) and senior leaders (10%). Some states had more CRTs than senior leaders (VIC:+7 percentage points, SA: + 4 percentage points, TAS: +2 percentage points), while others had fewer CRTs than senior leaders (NT: -8 percentage points, WA: -6 percentage points, ACT: -3 percentage points, NSW: -2 percentage points).
Compared to 2019, in 2020, a greater proportion of the teacher workforce in schools were working as teachers (+3 percentage points; 2019: 57%; 2020: 59%), with an equivalent reduction in the proportion of middle leaders (-3 percentagepoints; 2019: 23%; 2020: 21%). A similar trend was seen in some states and territories participating in both of these years (NSW - classroom teachers: +2 percentage points, middle leaders: -3 percentage points; QLD - classroomteachers: +5 percentage points, middle leaders: -4 percentage points; SA - classroom teachers: +8 percentage points, middle leaders: -4 percentage points) but not in VIC (classroom teachers: -2 percentage points, middle leaders:-1 percentage points) or the NT (classroom teachers: -3 percentage points, middle leaders: -1 percentage points).
In 2020, over two thirds thehad been registered with their currentregulatory authority for 10 years or more (67%). At a state and territory level, QLD had the highest proportion of teachers registered for 10 years or more (73%), while ACT had the lowest proportion (58%).
In 2020, the proportion of teachers who had been registered with their current regulatory authority for less than 5 years was 17%. This varied across states and territories, which could indicate differences in the proportions of teachersthat were new to the profession and/or differences in the proportion of teachers that were new to the state or territory. QLD had the lowest proportion of teachers registered for less than 5 years (13%), while NSW had the highestproportion (22%).
In 2020, 90% of theheld full registration. At a state and territorylevel, ACT had the highest proportion of teachers with full registration (94%).
TAS was the state or territory with the highest proportion of provisionally registered teachers (27%); the proportion in other states varied between 8% and 11%.
A very small proportion of ATWD Survey Respondents held permission to teach / limited registration status (0.6%). This was comparable to the proportion of teachers with limited registration in TRA records (0.4%). Of the states andterritories where permission to teach / limited registration could be reported at the jurisdictional level, WA had the highest proportionamong their survey respondents.
从2018年到2020年,几乎没有波动the percentage of teachers working in regional or remote areas, which remained at 26% overall. Three in four teachers in all participating states and territories- were based in Metroareas (74%). This trend was similar across states and territories, with the exception of TAS and the NT, where the majority of teachers were based in regional/remote areas (70%)
In 2020, teacher was the most common role within schools and ELCs (68%), with leader being the least common (8%).
From 2018 to 2020, the proportion of leaders with teaching responsibilities decreased by 5 percentage points (2018: 16%; 2020: 11%), whilst the proportion of leaders increased 4 percentage points (2018: 4%; 2020: 8%).
In 2020, 25% ofhad commenced working in the teaching profession 10 to 19 yearsearlier. One in five had been in the profession for 20 to 29 years (21%), 19% for 30 to 39 years, and 13% for 40 or more years. Less than one quarter had been in the profession for less than 10 years: 11% for 1 to 5 years (earlycareer teachers), and 11% for 6 to 9 years.
From 2018 to 2020, the proportion of registered teachers that weredropped by five percentage points (2018: 16%; 2020: 11%). Overthe same period, the proportion of registered teachers that were in the profession for 40 years or more had increased by four percentage points (2018: 9%; 2020: 13%).
AIn 2020, at the state and territory level, ACT (34%) and NT (30%) had a larger proportion of teachers who had been in the profession between 10 and 19 years than the national average (25%). The ACT had fewer teachers with 30 years’ experienceor more (21%) than the national average (32%), while in the NT, the proportion of those who joined the workforce less than 10 years ago (18%) was smaller than the national average (22%).
在2020年,最常见的经验类别leaders was 10 years or more in leadership positions (2020: 37%), with 18% of leaders having led for 2 years or less.
From 2018 to 2020, the proportion of leaders with less than two years’ experience decreased 4 percentage points (2018: 22%; 2020: 18%).