The preparation of Mathematics Teachers in Australia - ACDS

Chapter 7: Recruiting and retaining suitably qualified mathematics
teachers
This chapter examines issues of recruitment and retention, drawing upon responses from both heads
of mathematics and mathematics teachers. Heads were asked to comment, from the schools’
perspective, on both the recruitment and retention of suitably qualified mathematics teachers (Section
7.1). Teachers were asked their future career plans, information complementary to the ‘retention’
question asked of heads (Section 7.2).
In summary:
• Three in four schools reported difficulty recruiting suitably qualified mathematics teachers.
• The shortage of mathematics teachers was seen as an emerging and growing concern, with
many heads of mathematics predicting that the demand is set to increase in the next few
years as large numbers of experienced staff retire.
• Country schools and the more remote schools reported the greatest difficulties.
• Difficulties filling block vacancies was of particular concern to many schools.
• Fewer than half the teachers surveyed were confident that they would be teaching
mathematics in five years time. These were typically experienced teachers, many between
the ages of 40 and 50 years.
• Sixteen per cent of teachers were definite that they would leave teaching within five years.
The majority were at least 50 years of age, experienced teachers and male.
• Teachers undecided about their career plans included a large number of young teachers and
early-career teachers.
7.1 The issues for schools
7.1.1 Recruitment of mathematics teachers
The majority of heads (72%) reported difficulties with recruitment of mathematics teachers (Table
7.1). There was no difference between school sectors, but some differences between
states/territories (Table 7.1). For example, heads from schools in Queensland reported greater
difficulty than the other eastern mainland states. Schools in more remote regions reported the
greatest difficulty (Fig 7.1).
Many heads (427) elaborated on their schools’ recruitment difficulties in written comments. Most
comments referred to a shortage of suitably qualified mathematics teachers, although no shortage of
applicants.
Qualified teachers are hard to find, although many unqualified teachers want to teach maths (seen as
simple from the outside) [Highly Accessible school in Queensland with 24 mathematics teachers]
There seems to be no shortage of applicants, but certainly a shortage of “quality” mathematics teachers
available [Highly Accessible school in Victoria with 9 mathematics teachers]
Not many applicants have maths qualifications. Lots of engineers and biologists apply! The notion of
science-trained equals maths-trained does NOT work! [Highly Accessible school in Western Australia with
13 mathematics teachers]
Unfortunately, teachers of any background consider that they are able to teach Yr 8 & 9 Maths, which is
not the case. They’ve chosen Arts or PE because they were not good at Maths in high school and they
end up teaching Maths [Highly Accessible school in South Australia with 8 mathematics teachers]
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