TALIS reveals insights into teacher wellbeing, job satisfaction and future opportunities

TALIS is the world’s largest international survey of teachers and principals, conducted in 55 countries and economies in 2024. In Australia, 359 schools and 6,040 teachers across the lower secondary and primary years took part in the survey. Australia’s participation was managed by the Australian Council for Educational Research (ACER).

The findings show that most Australian teachers remain positive about their profession. Seventy-four per cent believe the advantages of teaching outweigh the disadvantages, and more than 80 per cent of primary and lower secondary teachers report overall job satisfaction.

At the same time, TALIS identifies key areas for improvement. Australian teachers report higher-than-average stress compared to many OECD peers, particularly younger teachers. Factors contributing to this include administrative workload, classroom management demands, curriculum changes, and increasing classroom diversity.

Lead report author Dr Tim Friedman said the survey highlights both challenges and opportunities.

‘Teachers who believe in their ability to manage classrooms and engage students report greater satisfaction in their work. TALIS shows us that mentoring, professional development and collaboration can make a real difference in building teacher confidence and wellbeing.’

What TALIS tells us about job satisfaction, wellbeing and self-efficacy among Australian teachers.

Job satisfaction

• 84% of lower secondary teachers and 85% of primary teachers reported job satisfaction, dropping from 2018 (90% and 91% respectively).
• 74% of Australia’s teachers believe the advantages of teaching outweigh the disadvantages; 71% would choose teaching again.
• Teachers with greater confidence in their skills report higher wellbeing, job satisfaction and lower stress.

• Mentoring and being mentored are strongly linked to higher job satisfaction across education systems: Australian lower secondary teachers who had recently been mentored had a significantly higher level of job satisfaction than other teachers.
• Teachers who feel valued by parents and guardians also report higher wellbeing and satisfaction.

Teacher wellbeing

• Younger teachers, especially those under 30, report higher stress than older colleagues. 36% of lower secondary teachers under 30 report experiencing a lot of stress compared to 30% of those 50 and above. For primary teachers the difference was 38% compared to 29%.
• 55% of early career lower secondary teachers (with 5 or less years experience) reported classroom discipline as a source of stress compared to 38% of teachers with 10 or more years of experience.
• 62% of early career primary teachers reported classroom discipline as a source of stress compared to 45% of experienced teachers.
• The intensity of some tasks such as marking/correcting of student work and general administration contributed to lower levels of wellbeing.
• Australian teachers reported strong collegiality, with 89% of lower secondary and 92% of primary reporting they can rely on each other.

Teacher self-efficacy

• Teachers report high levels of self-efficacy. More than 80% of lower secondary and primary teachers reported high self-efficacy in varying strategies for classroom instruction, helping every student progress, and making expectations about student behaviour clear.
• Teachers who report high levels of self-efficacy in classroom management are less likely to report maintaining classroom discipline as a source of stress.
• 66% of Australian lower secondary teachers and 47% of primary teachers used AI in the previous year, showing thoughtful application but also concern about use.
• Of those Australian teachers who reported not using AI in their teaching, 75% of lower secondary teachers and 84% of primary teachers reported not having the knowledge or skills to teach using AI. 

The Australian TALIS 2024 report, released by ACER on behalf of the Australian, state and territory governments, coincides with the OECD’s global release. The findings provide governments with independent, internationally comparable evidence to inform education policy and improve learning outcomes.

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