Australian teachers face significant classroom challenges

In 2008, the Organisation for Economic Cooperation and Development conducted a survey of teachers, asking them about their working conditions and the learning environment in their schools.

The survey, called the Teaching and Learning International Survey (TALIS), is to be repeated every five years. The results of the 2013 survey, with 34 participating countries including Australia, were released recently.

Among other things, it reveals that Australian teachers have some of the most challenging working conditions among participating countries, and far more challenging circumstances than countries with which Australia competes in international tests such as the Program for International Student Assessment (PISA).

The following statistics apply to lower secondary teachers (usually years 7 to 10):

• 33% of Australian teachers work in schools where for more than one in ten students the language of instruction is not their first language. The average for participating countries is 21%, and the averages for high-performing PISA countries Korea, Japan and Finland are between 0% and 9%.
• 26% of Australian teachers work in schools where more than one in three students is from a socioeconomically disadvantaged home. The average for participating countries is 19%, and the averages for high-performing PISA countries Korea, Singapore, Japan and Finland are between 3% and 8%.
• 66% of Australian teachers work in schools where students frequently arrive late. The average for participating countries is 52%.
• 59% of Australian teachers work in schools where students are frequently absent. The average for participating countries is 39%.
• 25% of teachers work in schools where students frequently intimidate and verbally abuse school staff. The average for participating countries is 3.4%.

These statistics reveal the different context within which teachers in different countries must work, requiring caution when making cross-country comparisons. They confirm the need for teachers to be well-prepared for these challenges with rigorous and comprehensive teacher education. According to the TALIS report, Australian teachers are among the most highly-educated in terms of completion of tertiary educational qualifications, but the content of the courses is not as strong as it might be.

In addition, the TALIS statistics on the working conditions of teachers are a reminder of the need for school management at all levels to support teachers to deal effectively and early with disciplinary issues, both for the sake of teachers themselves and other students.

Jennifer Buckingham is a Research Fellow at The Centre for Independent Studies.