Teachers who stay in hard-to-staff schools: School responses to the teacher shortage crisis

Abstract In this paper, we report on some early findings from a project that explores the experiences of teacher shortages in hard-to-staff schools in Australia. We provide an in-depth account of the experiences of teachers who remain at schools characterised by unfilled vacancies, high staff turnover and a limited casual relief workforce. These experiences are often overlooked because most studies concerning teacher shortages typically analyse such issues through a labour market lens, concentrating on supply and demand and the extent and causes of the shortages. We use a work-storied approach that includes data from purposeful conversations, walking interviews, work-shadowing and journals, to examine the impact of teacher shortages on schools with low scores on the index of community socio-educational advantage across rural and metropolitan. This research explores how school leaders and teachers who remain in their roles respond to the challenges of teacher shortages. It examines the strategies they respond to these issues, focusing on how they adapt and modify organisational structures and norms to manage the impacts. We demonstrate how teacher shortages cause ripple effects across schools that create challenges beyond filling vacancies: the hard-to-staff schools in our study must simultaneously manage high teacher turnover, attrition, induction, out-of-field teaching, teacher workload capacity, and student behaviour issues. Ultimately, the current workforce conditions force strategic responses to unfilled vacancies and high teacher turnover in ways that intensify the already high-pressure working conditions for teachers and school leaders.