With teacher shortages reaching record highs across Australia and globally, new research has found that casual and contract teachers – who make up more than half of early career educators – are being left behind when it comes to induction and support.
A national study led by the University of South Australia, in partnership with Western Sydney University, Griffith University, RMIT and Monash University, examined education induction policies between 2016 and 2023. While researchers found progress in some areas, they say significant gaps and inequities persist, particularly for teachers in insecure employment.
Chief researcher Professor Anna Sullivan, from UniSA’s Centre for Research in Educational and Social Inclusion, says casual and short-term contract teachers are essential to school operations yet often overlooked in policy.
“Casual and contract teachers cover everything from teacher absenteeism to professional learning and administrative duties, and without them schools would struggle to deliver effective teaching and learning,” Professor Sullivan says.
“Yet current induction guidelines mainly cater for teachers with secure employment, creating systemic inequities for those in casual or contract roles. The irony is that these roles now represent the majority of early career teachers.”
The findings come amid a global education crisis, with UNESCO estimating that 44 million primary and secondary teachers will be needed worldwide by 2030. Researchers warn that without better support for casual and temporary educators, retention problems will only deepen.
PhD researcher Ms Emily Rowe says effective induction relies on stability and consistent mentorship – both difficult to achieve for those moving between short-term positions.
“Only around 45 per cent of casual relief teachers receive a formal induction,” Ms Rowe says. “Many early career teachers experience culture shock, isolation, and limited opportunities for professional learning. Current guidelines often place the burden of career progression on teachers themselves, rather than embedding structured support within schools.”
The study calls for government-led reforms to ensure all teachers – regardless of contract type – have access to mandated induction programs, targeted professional development, and clear career pathways.
“Education systems need to nurture talent to keep it,” Ms Rowe says. “Supporting all teachers from the start is vital for building a sustainable and skilled workforce.”
The full study, Precariously employed early career teachers and induction policies: a critical policy study, is published in the Journal of Education Policy (2025).
