DOI: 10.6084/m9.figshare.31345132
title: AITSL Reasons Intending to Leave Data

description: METHODOLOGY:<br><b>Title:</b> Percentage Reasons Intending to Leave the Teaching Profession, both sexes, latest reporting year 2023Source: Australian Teacher Workforce Survey released via Australian Teacher Workforce Survey data on the AITSL Data Portal: https://atwd.aitsl.edu.au/data/1. Access https://atwd.aitsl.edu.au/data/<br>2. Key Metrics - Teacher Workforce - Explore: https://atwd.aitsl.edu.au/data/key-metrics/workforce/<br>3. Key Metrics - Explore all data4. Change ‘Scope’ to ‘Experiences at Work’<br>5. Change ‘Initial variable’ to ‘Reasons intending to leave’<br>6. Set ‘Workforce Group’ parameters to: ‘All respondents’7. Set ‘Reasons’ parameters to:<br>a. Workloadb. Administrative workload<br>c. Insufficient payd. Parent behaviour<br>e. Student behaviourf. Family reasons<br>g. Poor public imageh. Work-life balance<br>i. School culturej. Stressful or impacting wellbeing or mental health<br>k. Insufficient professional recognition by wider school management8. Download ‘Scope of Release’ for metadata and notes/definitions<br>9. Save to CSV - open in Excel10. Save as ‘AITSL Reasons Intending to Leave Dataset’<br>11. Create a copy of data called ‘AltData’ (Altered Data)12. Create ‘Notes page’ with notes, definitions, metadata information<b>In AltData Sheet:</b><br>13. Widen columns for readability14. Change titles for readability ie. ‘Insufficient professional recognition by wider school management’ to ‘Insufficient recognition by management’ and ‘Stressful or impacting wellbeing or mental health’ to ‘Impacting mental health’<br>15. Upload data to data storing/sharing program: Figshare<br><b>Figshare:</b><br>1. Give dataset title: AITSL Reasons Intending to Leave Data2. Insert information for author, categories, key words, description (info, methodologies), licence (CC-BY 4.0)<br>3. Assign unique identifier: DOI 10.6084/m9.figshare.313451324. Preview item and then publish<b>Flourish:</b><br>1. Upload data set to Flourish visualisation program2. Create bar graph visualisation with Reasons Intending to Leave (x-axis) and Percentage Responses (y-axis)<br>3. Give title: Percentage Reasons Intending to Leave the Teaching Profession, both sexes, latest reporting year 2023<br><b>Metadata:</b> https://meteor.aihw.gov.au/content/757554Definitions:<br><b>Intention to leave</b>: Whether a registered teacher intends to leave the profession before retirement. There are three options: 'yes', 'no', or 'unsure'.<b>Reasons for intending to leave the profession</b>: The reasons why the teaching workforce intended to leave the profession. Respondents who were part of the teacher workforce were only asked about the reasons affecting their intention to leave if they indicated that they planned to leave the profession before retirement. Multiple reasons could be selected:<br><b>Categories: </b>Workload | Work/life balance | Stress/mental health/wellbeing | Administrative workload | Insufficient pay | Demands of professional regulation | Parent behaviour | Student behaviour | Class size | Poor public image | Insufficient support staff | Changes imposed from outside | Insufficient performance recognition | School culture | Seeking employment outside of education | Not enjoying teaching | Seeking employment elsewhere in education | Dissatisfied with performance appraisal process | Family reasons | Unsatisfactory relationships with staff | Never planned to stay long-term | Not suited to the work<br>Note: Not all categories have been included in Altered Dataset/will be included in final data visualisation<b>Years intending to remain in the profession</b>: The number of years a teacher intends to remain in the profession before leaving. This question is asked to respondents who indicated they intended to leave the profession before retirement.<br><b>Working hours (46 week average)</b>: The average number of self-reported hours teachers spent working per week during school term, and the number of self-reported hours teachers spent working during school holidays (excluding the summer holidays).<br><b>Teacher duties</b>: Refers to the hours spent on different task categories by teachers deployed in schools during an 'average teaching week'. Teacher duties are separate to face-to-face teaching responsibilities. This data is only collected for those whose main role is teacher. Data on teachers who also hold leadership responsibilities is available when ‘full-time’ is selected as an additional variable.Item wordings are listed below:<br>‘Marking’: ‘Marking / assessment of student work’‘Counselling’: ‘Counselling or pastoral care’<br>‘Leadership roles’: ‘Your leadership role (if applicable) _nb._ For ‘teachers’ these are informal roles, and assigned a value of zero when not applicable.‘Administrative tasks’: ‘General administrative work’<br>‘Planning’: ‘Planning or preparation of lessons, either at school or out of school’‘Teamwork’: ‘Other teamwork and dialogue with colleagues within the school’<br>‘Engaging with parents’: ‘Communication with parents or carers’‘Extra-cur. activities’: ‘Engaging in extracurricular activities’<br>‘Supervision’: ‘Student supervision’<b>Early career</b>: Teachers in their first 5 years in the profession.<br><b>Current contract type(s)</b>: The type of contractual agreement which applies to a person’s employment.<br><b>FTE</b>: The number of hours a registered teacher is contracted to work, as a proportion of a standard full-time load (usually 38 hours per week).<b>Current level of stress</b>: Current level of work-related stress, rated on a six-point scale from ‘nil – not experiencing’ to ‘severe’.<br><b>Main causes of stress</b>: If respondents reported at least 'low or mild' work-related stress, they were asked what the main causes of their stress were. They were given a list of 22 options, along with 'other (please specify)'. They were able to select up to 5 stressors.Workload | Dealing with students / parents / community | Time pressure | Administrative duties | Emotional load | Competing work/home responsibilities | Work schedule or hours | Social environment | Management of work | Organisation/workplace change | Technology/equipment | Required/expected to work from school | Physical aggression, violence | Job security | Unclear job expectations | Can choose how do work | Work doesn't match specialisation/experience | Incivility, bullying, harassment | Nature of work | Physical environment | Racism, discrimination | Identity-based additional work<br><b>Job demands</b>: The physical, psychological, social and organisational aspects of a job that require a high level of effort or skills, meaning that they are associated with physical or psychological costs to the worker. Respondents were asked to rate to what extent they agreed or disagreed with a list of 14 items representing 7 job demand concepts (using a five point scale from ‘strongly disagree’ to ‘strongly agree’).<b>Level of burnout</b>: A result of prolonged exposure to workplace stressors. Respondents were asked to rate their level of burnout on a five point scale from 'I enjoy my work. I have no symptoms of burnout' to 'I feel completely burned out and often wonder if I can go on. I am at the point where I may need some changes or may need to seek some sort of help'.<br><b>Role</b>: The main and additional role (if applicable) of registered teachers in early childhood and school settings, categorised as: Teacher, Teacher with leadership responsibilities, Leader with teaching responsibilities, and Leader.2 The first part of the label is the reported main role, the second part (responsibilities) is related to additional role(s).<br><b>Position in school: </b>Registered teachers who reported working in schools, reported their role and were characterised based on the seniority of the highest formal position they held in the year of the Teacher Survey. This does not include casual/relief teachers.<b>School sector</b>: The school sector teachers report working in, not including casual/relief teachers: Government, Independent or Catholic.<br><b>School remoteness</b>: Remoteness categories are drawn from the ABS Australian Statistical Geography Standard which identifies 5 regions in Australia - major cities, inner regional, outer regional, remote and very remote. Postcodes are mapped to these regions.<br><b>Deployment</b>: The current status of a registered teacher's employment, as one of the following:• Deployed: registered teachers deployed in schools or early childhood settings, excluding those who are employed on casual contracts.<br>• Non-deployed: registered teachers who are neither deployed in schools or early childhood settings, nor employed on casual contracts.• Casual: registered teachers who are employed on casual relief contracts.<br><b>School type</b>: The type of the school that teachers report working in, not including casual/relief teachers, as coded by ACARA definitions.<br><b>Settings</b>: The type of educational institution in which a registered teacher is working. This can be either a school or an early learning setting.<br><b>Main role in school</b>: The main role of registered teachers deployed in school settings.<br><b>Learner levels taught</b>: The learner level taught by a registered teacher employed at a school or early childhood setting. Learner levels include early childhood, primary and secondary learner levels.<br>Note: The Australian Teacher Workforce Survey (ATWD) is a survey and therefore is subject to self-reporting bias.