The Wellbeing of Female Early-Career Secondary Teachers in Non-metropolitan Victoria, Australia

Introduction/Objective: This study examines the wellbeing factors among female early career teachers in non-metropolitan Victoria, where teacher attrition rates are notably high. Reflecting the gender composition of the teaching force in Australia, this research focuses on the experiences and challenges faced by women in the early stages of their teaching careers. Methods: A qualitative design was employed using semi-structured interviews with twelve female participants (N = 12) from seven schools across five local government areas. Participants had a median age of 33 years (range = 23-54). Interviews were transcribed verbatim. Four transcripts were independently read, and reflexive thematic analysis was used to collaboratively develop linguistic codes, which the primary researcher applied to the entire data set. Results: Participants’ perceptions of well-being varied and were shaped by both positive and negative influences. Positive determinants included: (1) supportive relationships with leadership, colleagues, and parents in the context of small communities; (2) teacher efficacy; and (3) value alignment, especially altruism. Negative contributors included: (1) strained leadership relationships; (2) excessive workload; (3) dysregulated student behaviour (e.g., screen addiction and AI misuse); (4) changing post-COVID authority perceptions; (5) unmanaged neurodiversity, and (6) misogyny within school contexts. Discussion: Findings support the existing literature, highlighting workload and support structures as crucial to teacher retention. New insights into technological challenges and post-pandemic cultural shifts underscore emerging pressures, especially in geographically isolated contexts. The impact of misogyny in the classroom on teacher wellbeing needs further research. Limitations include a small, regionally focused sample, suggesting future research should broaden the scope and examine intersectional identities. Conclusion: Early career female teachers in regional Victoria face complex well-being challenges. Targeted interventions from school leadership and government are recommended to improve retention and support for this vulnerable cohort.