Teacher Education and Development Study in Mathematics - IEA

PART 2:
51
Australia
Composition of the teacher labor force
In 2004, Australia employed a total of 265,919 teachers (233,065 equivalent full-time
teachers), the majority of whom were female (Australian Bureau of Statistics (ABS),
2005). Over the last two decades, the percentage of female teachers has increased. In
2002, 79% of primary school teachers were female compared to 70% in 1982. The
corresponding figures for secondary school teachers were 55% and 44%. In 2002, 80%
of teachers 30 years of age and under were female. Even so, there tends to be more male
than female secondary school teachers of mathematics.
Australia’s teaching force is also getting older: the median age of teachers increased
from 34 to 43 years between 1986 and 2001. Although the age distribution varies across
different regions, 44% of all teachers are 45 years of age and over. The nation’s teacher
composition will change even more as teachers approach retirement age. A number of
teachers are already taking early retirement, and a large portion of the teaching force
may retire in the next 5 to 10 years. Teacher retirements could very well affect secondary
mathematics and science fields disproportionately, particularly if, as indicated by some
sources, mathematics teachers are older, on average, than teachers in other fields.
Australia’s moderately strong economic growth from 2002 to 2008 may have further
encouraged teachers to resign from teaching and move into other occupations. Webster,
Wooden, and Marks (2004) looked at ABS labor mobility survey data from 1998 to 2002
and found that inflows and outflows occur primarily between teaching and non-work
sectors, instead of between teaching and outside jobs. Also, secondary-level teachers
are slightly more likely than primary-level teachers to shift to and from other labor
markets. However, the current recession may have the opposite effect, making it easier
to bring young people back into more secure professions such as teaching and nursing
that have experienced staffing downturns in recent years.
The number of students graduating from teaching education institutions declined
during 1996 to 1999 but then increased between 2000 and 2001. Entrants into teacher
education programs at this time were most likely to be from the middle of the national
income distribution than from the extremes, and they tended to have been raised in
provincial cities or rural regions rather than in urban areas. On graduating, these
individuals comprised 70% of the new supply of teachers. One-third of those who
received a teaching degree elected to work outside of education (Webster et al., 2004).
Leigh and Ryan (2006) found that between 1983 and 2003, the quality of new teachers, as
measured by ninth grade literacy and numeracy scores, fell significantly. They attributed
this change partially to the fact that the average salary for teachers declined significantly
compared to salaries received by non-teachers with a degree. The authors also posited
that a greater increase in the upward deciles of the wage distribution for non-teachers
has made teaching less attractive in the 2000s as compared to earlier decades.
There has been considerable concern about the future availability of quality mathematics,
science, and technology teachers who can maintain or improve the high performance of
students over time. Webster et al. (2004, 2005) provide evidence of persistent shortages
of qualified mathematics and science teachers in Australia, especially in secondary
school physics, chemistry, mathematics, and technology-related subject areas. They