This report analyses the career paths and labour market outcomes of the early childhood education (ECE) workforce. Several data sources are used to complement and cross-check each other.
The health and safety of teachers and their families must be a priority, as they try and balance the different demands at work and home. This fact sheet explores the importance of recognition, acknowledgement and support during the COVID-19 pandemic.
Teachers are critical to achieving sustainable economic prosperity through their role in disseminating knowledge and moulding future generations of critical and creative thinkers. Yet in Australia, teaching as a career path is waning in both its attractiveness and status. The overarching research question explored in...
Throughout the world, teachers and schools are responding to one of the greatest disruptions to education systems in living memory. This brief uses data collected before the COVID-19 crisis to answer two questions: How are teachers' stress and job satisfaction related to their willingness to...
This paper aims to facilitate a re-imagining of how Aboriginal and Torres Strait Islander peoples’ cultures, identities and histories are reflected and understood in Australian classrooms. The ultimate goal is to improve how Australian education systems embrace the development of a culturally competent teaching workforce...
This paper investigates the determinants of parents’ investment in their children by analyzing parental investment change when their children are assigned to more qualified teachers.
This scoping and co-design research project establishes how teachers in Victorian government schools and key stakeholders engage with digital educational resources primarily in teaching and learning and, to a lesser extent, in professional learning contexts.
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 research builds on two earlier CESE publications: High Value-Add schools: Key drivers of school improvement and Six effective practices in high growth schools. These reports identified broad descriptions of which practices make a difference; they did not, however, identify how schools successfully implement these...
Every three years since 2003, the New Zealand Council for Educational Research (NZCER) has undertaken a national survey of secondary schools. The latest survey shows that schools feel under pressure to meet the increasingly complex needs of students, including mental health issues.