Australian Primary and Secondary Education in 2025: A Workforce Overview Across States and Territories
December 17, 2025
At Inspired Recruitment, primary and secondary education is our only focus. That matters in 2025, because the hiring market is not behaving the same way across Australia. What a school in metro Melbourne is dealing with can look very different to a school in regional Queensland, Perth’s growth corridors, or remote NT.
This overview pulls together the most credible national and system-level data available for 2025, then translates it into what it means for schools hiring teachers and leaders right now.
The national teaching workforce in 2025
Australia’s teaching workforce remains large and highly experienced. According to the Australian Teacher Workforce Data, more than 550,000 teachers are registered nationally, with the majority working in primary and secondary schools. Over two thirds of teachers have more than ten years of experience, providing depth, leadership and continuity across classrooms.
Despite this, workforce availability remains uneven. National reporting from the Australian Department of Education teacher workforce data continues to highlight shortages across multiple jurisdictions, particularly in secondary education, specialist subject areas and leadership roles.
The workforce exists, but competition for the right candidates is strong.
Teacher shortages remain uneven but widespread
In 2025, teacher shortages are not a single national issue with a single cause. Instead, they tend to cluster around specific roles and locations.
Across states and territories, shortages are most evident in:
- secondary specialist subjects
- middle and senior leadership roles
- regional, remote and hard-to-staff schools
International comparisons referenced through OECD-referenced analysis on Australian teacher shortages show Australia performing poorly against comparable systems when it comes to staffing pressure in disadvantaged and regional schools.
For schools, this often translates into longer vacancy periods, reduced candidate pools and greater competition for experienced teachers and school leaders.
How workforce pressure differs across states and territories
While shortages exist nationally, their impact varies depending on geography and market size.
In larger states such as New South Wales, Victoria and Queensland, high population density and workforce mobility create constant movement between schools. This drives ongoing demand, particularly for secondary teachers and leadership roles, even when overall teacher numbers appear strong.
In Western Australia, South Australia and Tasmania, workforce pressure is more closely tied to geography. Schools outside major centres frequently recruit nationally for experienced teachers and leaders, increasing competition and extending hiring timelines.
Smaller jurisdictions face different dynamics. The Australian Capital Territory experiences high workforce mobility, often influenced by cross-border movement, while the Northern Territory continues to experience some of the most significant recruitment and retention challenges nationally, particularly in remote communities. These trends are consistently reflected in national workforce reporting through the Australian Department of Education teacher workforce data.
Retention is the defining issue of 2025
While attraction remains important, retention has become the defining workforce issue for primary and secondary schools this year.
Career intention data published through the Australian Teacher Workforce Data reports shows a significant proportion of teachers remain uncertain about staying in the profession long term. Early career teachers are particularly vulnerable, with many reassessing their future within the first five years.
In response, schools across all states and territories are placing greater emphasis on leadership support, realistic workload expectations, and clearer career development pathways.
Leadership supply and succession planning
Leadership remains one of the most challenging areas to recruit sustainably.
Many schools report difficulty attracting heads of department, deputies and principals, even when classroom teaching roles can be filled. This pressure is reflected in broader AITSL school leadership research, which highlights the importance of strong leadership pipelines and structured support for aspiring leaders.
A positive signal for the future workforce
There are encouraging signs emerging on the supply side.
Recent federal announcements point to an increase in applications and offers into teacher education programs, signalling renewed interest in teaching careers. This trend is outlined in new national data on teaching course applications.
While this will not resolve workforce challenges immediately, it is an important indicator for longer-term planning.
What this means for schools and educators in 2025
Across Australia, the data points to consistent themes:
- teacher shortages remain uneven but widespread
- secondary and leadership roles are the hardest to fill
- regional schools face sustained recruitment pressure
- retention strategies are critical to workforce stability
For schools, this means recruitment decisions need to be informed, strategic and aligned with long-term outcomes. For teachers and school leaders, it reinforces the value of finding roles that align with values, career goals and wellbeing.
How Inspired Recruitment supports schools nationally
Inspired Recruitment specialises exclusively in primary and secondary education recruitment across Australia. We work with classroom teachers, middle leaders and senior school leadership across all states and territories.
Our approach combines national workforce insight with real-world education experience, giving educators a genuine voice while helping schools hire with confidence.
Because recruitment done well does more than fill a role. It strengthens school communities and supports better outcomes for students.
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If you are hiring in 2026 or considering your next move in primary or secondary education, Inspired Recruitment can support the process with insight, care and clarity. Get in touch to start a conversation.
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The role of teachers in Australian primary and secondary schools is changing faster than ever. It’s not just about standing at the front of the classroom and delivering content anymore. Expectations, responsibilities and even the skills required are changing for teaching jobs. Influences like technology, student well-being, and broader educational reforms are reshaping what it means to teach today. So, beyond ticking the boxes of teacher skills assessments, what are schools really looking for and what are the key teaching skills in demand? Personalised and Student-Centred Learning One of the biggest changes is the move towards personalised learning. No two students are the same, and schools are recognising that. Teachers are now encouraged to use adaptive digital platforms that adjust lessons to suit each student’s pace, especially in literacy and numeracy. But it doesn’t stop with software. Project-based and inquiry-based learning are on the rise, too. These are approaches that put students in the driver’s seat and help them develop critical thinking, collaboration, and problem-solving skills. The role of the teacher is more of a facilitator and coach, than a one-size-fits-all instructor. Technology and Digital Tools As we’ve learned from the pandemic, technology has a major role to play in supporting education. Today’s teachers are expected to easily incorporate digital tools into their classrooms, such as interactive learning platforms like Mathletics and Reading Eggs and AI-powered assessment tools . Plus, the ability to shift between in-person, remote, and hybrid teaching is now one of the key teaching skills in demand. Digital literacy is now as fundamental as lesson planning. More Focus on Student Well-Being Teaching has always been about more than academics, but in recent years student well-being has become a central part of the role. Teachers are increasingly seen as frontline supporters of mental health, emotional resilience and social development for their students. Flexible curricula and new approaches to schooling are designed to address diverse student needs, especially important after the disruptions of the last few years. Add to that the growth of home schooling and alternative models, and teachers are now finding new ways to keep students engaged outside the traditional classroom. Emphasis on Professional Growth Gone are the days when professional development was an occasional in-service day with the same PD plan for every teacher. Teachers are now expected to engage in ongoing, self-directed learning, often delivered online and suited to their own professional goals. National standards also encourage teachers to reflect, set goals, and keep their skills sharp, particularly when it comes to digital teaching and adapting to new learning environments. The message is clear: a great teacher never stops learning. Changing Workforce Opportunities While more people are enrolling in teaching courses, retention is still a challenge. High workloads and changing expectations can make it tough to keep good teachers in the classroom. This is especially true in regional schools and for STEM subjects, where shortages remain pressing. At the same time, new initiatives have emerged to provide support for people in teaching jobs, such as the National Teacher Workforce Action Plan , the Engaged Classrooms Initiative , and Teach for Australia’s programs . These are aimed at helping ease teacher workloads, provide better support and create career development pathways. How the Teacher Skill Set Is Evolving At a glance, these are the factors influencing teaching skills in demand:
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