La Trobe University study highlights why teachers are turning away from the profession

While most teachers find their jobs were valuable and worthwhile, a shocking number were pushed to the brink during lockdowns.

Almost half of teachers have felt “angry” in their roles and ­unsupported during most of the pandemic.

A national study led by La Trobe University has highlighted why teachers are turning away from the profession, citing overwhelming workloads and exposure to Covid-19 as primary concerns.

The survey of about 530 teachers across public, private and Catholic schools found that 47 per cent felt lonely during remote learning.

Separately, 41 per cent were angry at their workloads “most of the time”.

More than 90 per cent said they were stressed as a direct result of dealing with added responsibilities associated with virtual teaching.

About 30 per cent said they did not enjoy their roles.

While most teachers maintained their jobs were still valuable and worthwhile, one third reported failing to reach their teaching goals.

The vast majority also said they felt unsafe because they could not socially distance on school grounds.

The findings come as unions, academics and principals met with education ministers on Friday to discuss the national teacher shortage.

More than 90 per cent of teachers said they were stressed as a direct result of dealing with added ­responsibilities associated with virtual teaching.

Head researcher Paulina Billett, from La Trobe’s ­Department of Social Inquiry, said these pressures were forcing teachers out of the sector.

“The move to an online format required a quick adaptation of their regular teaching practices, adding on to an ­already stressful environment,” Dr Billett said.

“In addition, teachers often had to support their students’ psychological wellbeing and assist families as they became more involved in their child’s education during the pandemic.

“Problematically, our findings also suggest that this may be driving some teachers to reconsider their continued engagement in the profession.”

The Herald Sun revealed in June that one fifth of Victorian teachers quit within the first five years of graduating.

In a bid to curb burnout and entice more people to become teachers, placing pre-service teachers in the classroom from the start of their degrees and bonuses for regional teachers were among ideas floated at a discussion led by federal Education Minister Jason Clare.

The Independent Education Union’s Deb James said teaching was already a difficult profession before the pandemic, only made harder by pivoting between classrooms and home learning.

“Though the lockdowns provided some parents with a new insight into the dedication of our teachers, the community continued to expect that school would continue and somehow the extraordinary would be achieved every day,” she said.

Australian Education Union Victorian branch president Meredith Peace said both the state and federal government had a responsibility to drive up the number of teachers remaining in the profession.

“Staff in schools are continuing to grapple with unsustainable workloads, resulting in exhaustion and increased stress, with reports from AEU members that increased numbers are considering leaving the profession,” she said.

“In addition, attracting and retaining staff in public education relies on a properly funded education system to ensure staff workloads are properly managed, and they are able to provide the support students need.

This is being undermined by the chronic underfunding of public schools, which must be addressed by state and federal governments.”