19.

5 THE AUSTRALIAN TEACHING PROFESSION

The case of Australian teachers can be described and analysed in various ways. In
terms of basic statistic it should be noted that number of teachers in Australian schools has
nearly doubled over last two decades and that teachers constitute 29 per cent of those
individuals classifield by the australain bureau of statistic as being in professional
occupation.
The earnings of full time teachers have increased over recent years largely due to
industrial action and strong representations by teachers unions. The majority 2007 in
earned between $50.000 and $60000(24% primary; 21 % secondary) and between $70000
and $80000 (35% primary, 36% secondary ) (McKenzie et al.2008).
The proportion of teachers teaching in Catholic and independent schools rather than
government schools continues to increase, especially at secondary level. Statistic in 2002
(ISCA, 2002) revealed that 17% of all primary teachers taught in Catholic schools; 10 %
of all primary in independent schools, and 73% of all teachers taught in government
school.
The emphasis at the secondary school level is even more marked. Of all secondary teachers,
20% taught in Catholic school and 17% in independent schools, whereas only 63% of
secondary teachers taught in government schools. Figure for 2010, if available, would be
likely to show an even greater swing toward Catholic and independent school. Within each
education system it is evident that females predominated in primary schools where at the
secondary level the proportion of female teachers is only slightly higer (see table 19.1)
Also is should be noted that the breakdown of full time and part time teaching position in
2007 revealed that there were 25% part time female primary school teachers (compared
with 9% part time male teacher) and 22% part time female secondary school teachers
(compared with 7% part time male teachers)
Teachers both primary and secondary schools clearly work long hours each week on school
related activities. McKenzie et al. 2008 found that in 2007, 70% of primary schools teachers
and 71 % of secondary school teachers worked between 41 and 60 hours per week.
Table 19.1 proportion of female and male teachers

Primary teachers
Government
Catholic
Independent

Females %

Males %

Missing
data

80
80
80
79

20
20
20
20

1
1
1
1

100
100
100
100

Secondary
teachers
Government
Catholic
Independent

57
56
56
56

43
44
44
43

1
1
1
1

100
100
100
100

McKenzie et al. (2008) note that school teaching is one of the most female intensive
professional occupation in Australia and the degree of feminization appears to be
increasing. Yet it also the case that, despite schools being highly feminized workplaces and
disproportionate percentage of principalships are held by males (Collard 2000).
Whiteheads (2001) study of middle schooling in Australian also concludes that male
teachers still predominate as administrator and the male hierarchy continues to previl in
many schools.
Teachers progress through four major promotional levels from entry into teaching to the
position of school principal. The opportunities for promotion are typically based on
qualification, seniority, and length of service and, in some situation, assessment of merit.
Recent surveys reveal a slowing down of promotional opportunities due to the ageing of
teaching population and reduced resignation rates.
The global economic crisis commencing in 2008 may have caused a number of older teachers to
delay their retirement plans. Younger teacher who had previously considered moving to other
careers might have also considered this option in the light of the global economic crisis.
McKenzie et al. (2008) discovered that in 2007 the number of males and females who planned to
leave teaching was still considerable.
Teaching is becoming more specialists in secondary school and there is also increase in the
number of subjects specialists in primary school in subject such as Art, Music, Physical
Education and Languages.
McKenzie et al. (2008) assert that teachers are now better qualified, more experienced and work
in schools that are far better resourced.
There can, however, be variation in different education system and between rural and urban
schools. Independent schools have become increasingly popular over recent decades (see table
19.1). these schools offer a traditional form education, usually with a religious affiliation, and
patterns pay considerable fees for the privilege of sending their children to these institutions. The
school vary enormously in levels of prestige but all operate as a community with well-articulated
goals. Career opportunities in independent schools are relatively limited, but there are often
other incentives such as merit pay linked to senior teacher awards and related position of
responsibility.

Catholic education system in all states and territories expanded rapidly during the 1970s as a
result of Commonwealth government funding. This also necessitated the development of
centralized administrative structures, Catholic Education Commission, to coordinated, plan and
manage a wide range of educational services. Teachers in Catholic schools are typically selected
on their vocational commitment to teaching and deeply felt, personal, professional and spiritual
values (Christie and Smith 1991). Salaries of teachers have tended to be lower than for
government school counterparts, but more adequate funding over recent years has enable a
higher level of comparability.
The distribution of teachers across Australian largely mirrors the distributed of total population
(see table 19.2). in 2007, 72% of the primary schools teachers were teaching in metropolitan
centres and 28% in provincial and remote areas. Secondary schools teachers mirrored similar
figure in metropolitan centres and 32% teaching in provincial and remote areas.

Table 19.2 Geographic location of teachers

School location
Metropolitan
Provincial
Remote

Primary
72
24
4
100

Secondary
68
30
2
100

Rural teachers are generally highly valued by their local community. They accorded considerable
status because their economic and social contributions to rural life, but this turn can place
considerable pressures on rural teacher and their perspective families (Dinham & Scott 2002).
Although many teacher appreciate rural life, it does have its problems especially the conflicting
pressures of focusing on local perspectives and the rural heritage, but not such an extent that
rural childrens in metropolitan locations are diminished.
Teaching in twenty first century is complex for teachers (Ingvarson 2002b; Darling Harnmond
2006; Caldwell & Harris 2008 ) because they will have to manage a multiplicity of roles,
including:

Balancing pressures for more academic rigour while also preparing students for an active
and socially responsible role in society.
Managing and using various technologies including the internet, CD ROMs and
subsequent, inevitable refinements.

Dinham and Scoot (2000) refer to research study of teachers in New South Wales in the 1990s
in which teachers were requested to list some of their major statisfaction and dissatisfaction
about teaching. In a letter study covering sample of teacher in Australia, the United Kingdom

and United States, Dinham & Scoot (2000) conclude that there are tree board domains of teacher
statisfaction

The core business of teaching (centered on student achievement, teacher efficacy and
personal and professional self-growth
Extrinsic aspect of teaching ( status of teacher, educational change)
A central domain of satisfaction factors (including conditions of work) which varied from
school to school

Dissatisfaction factors were noted as being:

Amount and nature of educational change and restructuring

Median and public criticism of teachers and schools
Status of teachers

The 2007 study of Australias schools by McKenzie ethat t al.(2008) revealed that primary
school teachers were satisfied with most aspect of their job except that amount of non-teaching
work expected to do and the value society places on teachers work (table 19.4) for secondary
school teachers there were a number of dissatisfactions relating to the amount of non-teaching
work, the salary level and the value society non - teaching work(table 19.5)
Caldwell & Hariss(2008) argue that teaching has become very different. It is necessary to
redefine the core work of teachers and free up their role for undertaking other professional
duties. Hatch, White and Feigenbaum (2005) assert that teacher can be demonstrated expertise,
credibility and influence in school activities regardless of the formal position they hold. Teachers
will need to have global perspective and skill (Bates 1998)
TABLE 19.3 Sources of satisfaction and dissatisfaction for teachers
Sources of teacher satisfaction

Student achievement and thus teacher acc