This research took a qualitative phenomenological approach to explore teachers’ experiences of consciously using positive psychology strategies. Findings reveal that when teachers intentionally use PERMA positive psychology strategies that they report flow on effects to their own wellbeing, teaching practice and to students’ learning.

This impact evaluation assessed the impact and quality of the STEM Professionals in Schools Program. The program performed best in delivering benefits to direct and indirect program recipients and the greatest impact was with teachers and in the broader community. The report recommends program improvements, including in data collection and the partnership model.

This report shares findings of a nationwide Australian study into public and teachers’ perceptions of the teaching profession. The study was commissioned in response to ongoing concerns about recruitment and retention of educators and reports about the wellbeing of teachers and school leaders.

This audit examines whether the Victorian Department of Education and Training and the Victorian Institute of Teaching have a clear and accurate understanding of the professional learning that occurs in Victorian government schools, including the planning, cost, and impact, so they can target and support professional learning to drive better student outcomes.

This audit assessed the effectiveness of the NSW Department of Education's workforce plans and strategies in responding to the demand for secondary teachers in STEM-related disciplines.