The preparation of Mathematics Teachers in Australia - ACDS

epresentation in the heads dataset was also lower than expected for remote and small schools (data
not shown), other unidentified factors are likely to have contributed.
Table 2.2 Number of responses from teachers, heads and schools: grouped by state/territory and school
sector. Schools represented by teachers’ response(s), head’s response, or both.
Catholic schools
(n=459 surveyed)
Government schools
(n=1606 surveyed)
Independent schools
(n=743 surveyed)
Teachers
(n)
Heads
(n)
Schools
(n)
Schools
(% response rate)
Teachers
(n)
Heads
(n)
Schools
(n)
Schools
(% response rate)
Teachers
(n)
Heads
(n)
Schools
(n)
Schools
(% response rate)
ACT 36 4 6* 75 28 6 9 35 4 1 1 10
NSW 108 22 34 23 369 99 144 31 238 46 64 27
NT 0 0 0* 0 37 9 12 22 16 2 2 20
QLD 45 15 19 22 330 69 94 34 76 21 25 19
SA 41 9 11 31 217 49 62 38 61 19 24 40
Tas 14 2 4 31 53 13 16 25 32 8 9 41
Vic 178 28 36 32 530 80 116 33 189 40 51 28
WA 81 16 21 44 157 44 58 29 84 19 23 26
All 503 96 131 29 1721 369 511 32 700 156 199 27
* Fewer than ten schools surveyed in this region
The surveys included schools that offered various combinations of the secondary school year levels
(see Appendix 1, Table A1.4). Most schools (84%) taught five or six year levels including junior, middle
and senior years. Ninety-one per cent taught senior year levels. The response rate from schools with
senior year teaching (33%) was consistent with the overall response rate of thirty per cent. However,
schools teaching junior and middle year levels only were somewhat under represented (16%). The
reasons for this are unclear.
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