A growing series of HR challenges is threatening the wellbeing and productivity of the education sector’s workforce, new research shows.
The report, released by management consultant company BDO, highlights recruitment, retention, employee wellbeing, career advancement, and innovative technology as the five key challenges requiring “immediate action”.
BDO Consulting Partner Joanna Georgali said recruitment, in particular, poses a significant challenge, noting that staff shortages are particularly noticeable in specialised roles, where the demand outstrips supply.
“To attract great teachers for hard-to-fill specialised roles, schools can implement several strategies beyond offering competitive pay,” Georgali told The Educator.
“A major focus should be on professional development opportunities and career progression pathways to enhance teacher satisfaction and retention.”
Georgali said schools can also provide mentorship programs for new teachers and additional benefits such as wellness initiatives and workload management to reduce burnout.
“To attract great teachers, especially for those hard-to-fill specialised roles, schools can do several things beyond just offering competitive pay. They can provide strong professional development opportunities, flexible work arrangements, and a positive work culture,” she said.
“It’s also important to have clear career pathways and additional benefits like wholistic wellness programs and targeted learning and development opportunities.”
Georgali said strategic workforce planning and mentorship programs can also make a big difference.
“These strategies combined can make a school much more appealing to potential hires.”
Leadership must model the behaviours they want to see
Retention was also identified as a critical issue, with many teachers leaving the profession due to burnout, a perceived lack of support, and opportunities elsewhere.
Georgali said a lesson here for school leaders is to make wellbeing a natural part of their school’s culture, rather than just relying on one-off programs.
“To do this, leaders must align attitudes, beliefs, and actions at all levels. Leadership must model the behaviours they want to see, ensuring their actions support the culture they aim to create,” she said.
“Wellbeing must be more than a one-off agenda item or program. It requires a proactive, ongoing commitment to staff engagement and regular support.”
However, Georgali noted that while these programs are a valuable starting point, they must be part of a broader, strategic focus on fostering a positive and sustainable wellbeing culture across the school.
Teachers want professional growth
The report also found that many educators perceive career advancement opportunities as limited, leading to frustration and stagnation.
When asked what schools can do to build career pathways that work for all kinds of educators, whether they’re new teachers to experienced staff, Georgali said there are several key strategies schools can consider implementing.
“First, establishing comprehensive induction programs for new teachers is essential. This helps them integrate smoothly into the school environment and understand their roles and responsibilities,” she said.
“Providing continuous professional development opportunities is also crucial, as it ensures that educators can continually enhance their skills and stay updated with the latest teaching methodologies.”
Mentorship programs are another important strategy, said Georgali.
“Pairing new teachers with experienced mentors provides valuable guidance and support, fostering a collaborative and supportive learning environment,” she said.
“Many educators we’ve spoken to have expressed a lack of clarity around career progression within schools. For teachers, especially those not in permanent roles, securing a stable position can be challenging.”
Even when teachers achieve permanent placement, there is often little conversation about their future growth and development, said Georgali.
“Teachers want to know who is supporting their professional growth, what opportunities exist for increased responsibility, and how they can advance in their careers,” she said.
“Regular career conversations that are not purely focused on performance metrics, which are common in corporate settings, are often missing in schools. Implementing a system of regular feedback and performance appraisals helps educators identify their strengths and areas for improvement, guiding their career development.”
Finally, says Georgali, encouraging and supporting teachers in pursuing further education, such as advanced degrees or certifications, can significantly enhance their qualifications and career prospects.
“Schools should consider planning for multiple career pathways, such as specializations in curriculum development, educational technology, or student counselling, allowing educators to pursue areas of interest and expertise.”
Invest time rather than money
For principals heading up schools with limited resources, Georgali said they should invest the time in coming together as a leadership team and discussing strategic workforce planning.
“They should be investing time rather than money,” she said. This includes assessing analysing current workforce needs and forecasting plans for future needs and how they are to be addressed.”
While this requires time and collaboration, it doesn’t require significant financial investment, Georgali pointed out.
“Where the capability to undertake strategic workforce planning does not exist, seeking external support to guide the process is a worthwhile investment.”
Moving beyond a broad -brush approach to HR
Georgali said working with schools across Australia – primarily at a departmental level – has given the company valuable insights into the diverse challenges schools are facing.
“Our aspiration is to engage more directly with schools at the ground level, as we recognise that each school has its own unique set of circumstances and a broad-brush approach to each is going to be less effective,” she said.
“For instance, the recruitment and retention issues facing a regional school are very different from those experienced by schools in urban areas.”
Georgali said these challenges vary based on a number of factors, such as the demographics of staff and students, as well as available funding.
“By being on the ground and taking a more localised approach, we can provide more meaningful support and help school leaders navigate the HR challenges they face.”