New research shows strong public confidence in teachers, yet pressures persist. What do national data and frontline voices reveal about teacher satisfaction and professional pride?
When the CEO of the Australian Institute for Teaching and School Leadership (AITSL), Mr Tim Bullard, walks into a school, he pays close attention to the climate – the conversations in staffrooms, the energy in classrooms, the subtle cues that reveal how teachers are really faring.
After visiting schools across the country, he says one thing is abundantly clear: Australian teachers possess an unwavering sense of purpose, even in the face of escalating complexity and pressure.
“In every school I visit, what stands out is teachers’ sheer belief in the power of education to change lives,” Mr Bullard says.
That sense of purpose is more than anecdotal. In 2025, the Australian Teacher Workforce Data (ATWD) initiative reported that 89 per cent of teachers say their work makes them feel happy at least some of the time, despite rising workloads and persistent emotional challenges.
At the same time, new AITSL community research released ahead of World Teachers’ Day in October 2025 paints a compelling picture of public regard for educators. Almost nine in ten Australians (87 per cent) believe teachers deserve greater recognition. Another 69 per cent say a teacher has made a lasting positive impact on their life. And when Australians are asked which qualities they value most in teachers, three traits lead by a significant margin: patience (59 per cent), empathy (38 per cent), and dedication (31 per cent).
Together, these insights frame a national story of respect, pride, strain and aspiration – one that plays out differently in each school community. To explore that story from multiple angles, Education Matters spoke with Mr Bullard and with Ms Rachael Sketcher, Acting Principal at Knox Park Primary School, who offered a ground-level perspective on the joys and pressures shaping teacher satisfaction today.
Purpose and recognition: what teachers see, feel and hear
Mr Bullard says the recognition teachers receive from the wider community has never been clearer.
“Australians deeply value teachers and their work,” he notes. But while public admiration is strong, translating those sentiments into teachers’ day-to-day experiences remains inconsistent.
“Appreciation doesn’t always translate into teachers feeling valued in their daily experience,” he says.
The pace of school life, the pressure of multiple roles and the emotional weight of responsibility mean teachers often don’t pause to acknowledge the impact they’ve made.
Ms Sketcher recognises this tension all too well. For her, the recent AITSL findings were deeply affirming.
“Seeing such strong public recognition was incredibly heart-warming,” she says. Having recently moved from Assistant Principal to Acting Principal after six years in leadership, Ms Sketcher has seen firsthand the countless acts of creativity, care and commitment that define her staff’s work.
Throughout her career, she has taken each leadership encounter as a chance to learn, noting qualities she hopes to emulate, and others she consciously chooses to do differently. Yet the strongest driver in her practice has always been gratitude – one of her principal character strengths. She says the AITSL research made her feel deeply proud not only of her school community, but of the profession itself.
“Teachers take immense pride in supporting every child in their care,” she says.
Public recognition validates that effort and, importantly, strengthens the sense of connection many educators feel with their communities. It also affirms the collective work that often unfolds out of sight: the quiet problem-solving, the long conversations about student needs, the emotional labour behind every learning moment.
Mr Bullard says recognition delivered consistently – and not just during moments like World Teachers’ Day – has a powerful ripple effect. Trust, autonomy, and meaningful appreciation not only elevate teachers’ sense of purpose but also improve retention and professional resilience.
“When recognition is expressed more consistently, it strengthens teachers’ capacity to make an enduring impact,” he says.
A considerable body of research further underscores this: quality teaching is the most significant in-school factor influencing student learning. Recognition, then, is not merely symbolic – it strengthens the very foundations of educational quality.
For Ms Sketcher, appreciation often arrives in simpler, more personal ways. She recalls small moments that stay with her: a student’s note explaining how much they’ve grown, a spontaneous thank-you from a parent, a colleague acknowledging her support after a demanding week.
“Those moments capture the sense of community within the school,” she says. They reaffirm that each member of the school has a role in shaping a culture where everyone feels seen and supported.
Wellbeing, workload and the pressures reshaping satisfaction
Recognition bolsters morale, but it is not enough on its own to safeguard teacher satisfaction. National research continues to highlight the real and rising pressures teachers face. The data captured as part of the ATWD’s Australian Teacher Workforce Survey points to heavy workloads, insufficient time, and emotional demands as the leading stressors for educators. More than half of teachers report some level of burnout, a figure that remains deeply concerning for leaders and policymakers.
“We know there are challenges in the profession,” Mr Bullard says. “Teacher and principal wellbeing are the foundation for thriving schools.”
Without concerted action, he warns, the conditions that allow children and young people to flourish become compromised. That is why he believes systemic reform – not simply goodwill – is needed to address the workload pressures that have accumulated over time.
Addressing these issues requires redesigned workforce structures, stronger specialist support, and a national conversation that keeps wellbeing at the centre of reform. Mr Bullard notes that employer systems across states, territories and non-government sectors take their wellbeing responsibilities seriously and have invested heavily in initiatives to support staff.
Nationally, wellbeing now sits prominently within the Better and Fairer Schools Agreement (BFSA), which includes measures aimed at supporting teachers and school leaders more effectively. These initiatives, Mr Bullard says, reflect a shift in Australian policy thinking: acknowledging teacher wellbeing not as a “nice-to-have,” but as a prerequisite for educational excellence.
Despite these efforts, the reality inside schools remains challenging. Ms Sketcher sees this every day. What teachers need most, she believes, is time – protected time to plan, collaborate, build relationships, complete administrative tasks, and connect with students.
“If I could see one change in the education system, it would be the creation of more time,” she says.
“Teachers need more time for planning documentation, assessments, and individual education plans.
“Giving this time acknowledges the importance of the processes and symbolises that this work is valued.”
Time constraints affect not only teachers’ professional productivity but also their personal wellbeing. Ms Sketcher notes that when school demands encroach on family time, job satisfaction can suffer. Balancing competing priorities becomes a daily challenge. Yet even with these pressures, she says the deep sense of purpose underpinning teaching continues to carry educators forward.
“What brings me the greatest joy is seeing students grow in confidence, curiosity and capability,” she says.
Watching learning come alive, supporting staff as they inspire and challenge their students – these are the moments that define her fulfilment as a leader. Relationships, too, are foundational: the bonds among staff, students and families create a sense of shared purpose that is essential to school culture.
Mr Bullard highlights that the schools making the most progress are those adopting a collective, culture-wide approach to wellbeing.
“What stands out is how strongly their shared commitment is reflected in practice,” he says. Such environments recognise that teacher wellbeing is inseparable from student wellbeing. When teachers feel supported and valued, they are better able to model the calm, patience and empathy students need.
Sustaining respect and strengthening the future of the profession
While campaigns like AITSL’s national ‘Hats Off to Teachers’ on World Teachers’ Day draws attention to the profession, Mr Bullard stresses that recognition must extend far beyond a single day.
“Sustained recognition helps reinforce the value of the profession, boosts morale, and supports retention,” he says.
He sees recognition as part of AITSL’s broader mission: celebrating teachers, supporting their development, and ensuring they have the tools, data and structures needed to thrive.
AITSL’s Strategic Plan includes five priorities, one of which is esteeming the profession. This commitment includes promoting national teacher certification – a visible credential that elevates teachers’ expertise and supports career progression.
“We see ongoing recognition as part of a broader commitment to teacher wellbeing and professional respect,” Mr Bullard says.
Sharing evidence-informed insights from the Australian Teacher Workforce Survey, highlighting teacher achievements, and amplifying stories from the classroom all help build a culture that honours the profession’s complexity and importance.
Ms Sketcher’s perspective aligns closely with this. The qualities Australians most value – patience, empathy and dedication – sit at the very heart of sophisticated teaching practice. Empathy, in particular, shapes her leadership. Understanding each student’s story, recognising challenges, and responding with compassion forms the basis for trust and growth.
“In the classroom, empathy shows up in the way teachers listen, adjust their approach and ensure every student feels seen and supported,” she says.
Patience enables teachers to guide students through setbacks without discouragement, and dedication keeps them searching for the strategies that spark learning breakthroughs.
For Ms Sketcher, wellbeing is not an add-on but a foundation.
“When children feel safe, happy and comfortable at school, they are far more open to engaging deeply and achieving their best,” she says.
Supporting teachers to thrive is essential to sustaining that environment. “If teachers feel valued and maintain a strong sense of professional satisfaction, I feel a profound sense of fulfilment.”
Mr Bullard believes the future of teaching in Australia is strengthened by both public appreciation and a growing focus on systemic support. As expectations rise and the work grows more complex, the need to esteem, support and celebrate teachers becomes even more critical.
He hopes Australia will continue to broaden the ways it supports those shaping the next generation. Recognition, he says, must become an everyday practice, not an annual highlight.
And for Ms Sketcher, the message remains simple: “Ultimately, when teachers thrive, our children receive the very best version of their educators – and to me, that is what matters most.”
