Running on empty: motivation, commitment, goodwill and the needs of secondary school out-of-field mathematics teachers

Abstract Teacher shortages in secondary schools remain a significant issue in Australia and internationally, with ongoing shortages of qualified mathematics teachers contributing to out-of-field (OOF) teaching. This qualitative study, guided by situated expectancy-value theory, examined school staff decision-making by 18 school leaders and 8 mathematics Head Teachers (HTs), and experiences of 17 OOF and 14 infield mathematics teachers. Data from 57 interviews across eight diverse government secondary schools in New South Wales, Australia, were interpretatively analysed. Findings showed leaders prefer to assign ‘good’ teachers to teach junior secondary mathematics OOF, who can manage classes, build positive relationships with students, and are willing. HTs prioritised classroom management, strong relationships with students, and sufficient mathematical skills. OOF teachers generally approached the role with goodwill but required additional preparation time and help to engage all students. Infield teachers supported them through resources, explanations, mentoring, and confidence building. Recommendations for future research and policy are offered.