{"id":31834,"date":"2025-04-14T09:36:02","date_gmt":"2025-04-13T23:36:02","guid":{"rendered":"https:\/\/www.educationperfect.com\/?post_type=press-release&p=31834"},"modified":"2025-04-15T15:44:47","modified_gmt":"2025-04-15T05:44:47","slug":"teachers-in-australia-need-more-time-support-and-funding-and-remain-hopeful-about-technology","status":"publish","type":"press-release","link":"https:\/\/www.educationperfect.com\/news\/teachers-in-australia-need-more-time-support-and-funding-and-remain-hopeful-about-technology\/","title":{"rendered":"Teachers in Australia need more time, support and funding, and remain hopeful about technology"},"content":{"rendered":"

FRIDAY 11 APRIL – SYDNEY: <\/b>As Australia heads toward a federal election, education has taken centre stage, from heated debate over school funding models to renewed scrutiny of curriculum and classroom conditions. Teachers are navigating this along with growing classroom disruption and staffing shortages, while trying to maintain relationships with students and deliver quality learning outcomes.<\/span><\/p>\n

A new survy of over 400 teachers across Australia and New Zealand, conducted by <\/span>Education Perfect<\/span><\/a> (EP), offers a timely snapshot of how teachers are really faring. The findings point to a profession stretched thin by time and resources; but one that remains hopeful about the potential for technology to make a tangible difference in everyday teaching and learning.<\/span><\/p>\n

Teachers struggling for time and support<\/b><\/p>\n

Despite growing funding commitments from the government, teacher shortages, administrative burden, and unrealistic demands are <\/span>pushing many Australian educators<\/span><\/a> out of the profession. In this survey, <\/span>16%<\/b> said workload management is the biggest factor that could most harm progress in teacher-student relationships over the next one to five years.<\/span><\/p>\n

More than half (<\/span>52%<\/b>)<\/span> reported that formative assessments take too much time to implement regularly, and almost a third (<\/span>30%<\/b>) noted insufficient training to effectively deliver personalised and adaptive learning. Teachers feel unable to implement practices aligned with the latest educational standards, with only <\/span>13% <\/b>strongly agreeing their current practices align with pedagogical best practices.<\/span><\/p>\n

Critically, almost a quarter (<\/span>23%<\/b>)<\/span> of teachers also pointed to smaller class sizes and increased support staff as one of the top changes that would improve their ability to deliver personalised learning, highlighting how stretched many feel in current classroom environments.<\/span><\/p>\n

Technology seen as key \u2013 but still underfunded<\/b><\/p>\n

AI is rapidly emerging as a tool that could revolutionise learning outcomes. In a recent <\/span>study<\/span><\/a> of EP\u2019s AI-driven technology, the \u2018learning loop\u2019 created by AI led to a <\/span>47%<\/b> average improvement in students\u2019 final response quality, and teachers reported it supported their workload.<\/span><\/p>\n

This survey echoes this optimism. If budgets and resourcing were not a barrier, teachers identified technology and AI integration as a top priority for improving classroom impact. Almost a third of teachers (<\/span>30%<\/b>) strongly feel that technology could significantly enhance their ability to implement formative assessment practices, while <\/span>34%<\/b> believe technology integration is crucial to improving personalised and adaptive learning.<\/span><\/p>\n

Positive teacher-student relationships remain key<\/b><\/p>\n

Australian schools are experiencing a concerning increase in disruptive behavior among students, and many educators are <\/span>calling<\/span><\/a> for increased support. The survey confirms that the majority (<\/span>75%<\/b>)<\/span> of teachers believe that positive teacher-student relationships are the most crucial factor for effective teaching and learning.<\/span><\/p>\n

Almost a third (<\/span>31%<\/b>) agreed teacher-student relationships have noticeably changed over the past five years, and a significant number (<\/span>17%<\/b>) say relationships have gotten worse, identifying factors such as student behaviour, parental involvement, and excessive workloads as primary stressors.<\/span><\/p>\n

James Santure, Head of Product Impact at Education Perfect said:<\/b> \u201cAustralia\u2019s teachers aren\u2019t short on passion: they\u2019re short on time, tools, and support. If we don\u2019t fix that, no amount of funding or reform will make a difference. The system is under pressure, and unless we back our teachers with practical, modern support, we\u2019re setting them – and their students – up to fail. Technology and AI can give them back time for teachers to focus on real relationships, personalised learning, and helping students thrive.\u201d<\/span><\/i><\/p>\n","protected":false},"featured_media":24802,"template":"","tags":[],"ep-category":[],"ep-content-type":[35],"ep-focus-area":[],"ep-privacy-type":[],"ep-region":[],"class_list":["post-31834","press-release","type-press-release","status-publish","has-post-thumbnail","hentry","ep-content-type-press-release"],"acf":[],"yoast_head":"\nTeachers in Australia need more time, support and funding, and remain hopeful about technology | Education Perfect<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.educationperfect.com\/news\/teachers-in-australia-need-more-time-support-and-funding-and-remain-hopeful-about-technology\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Teachers in Australia need more time, support and funding, and remain hopeful about technology\" \/>\n<meta property=\"og:description\" content=\"FRIDAY 11 APRIL – SYDNEY: As Australia heads toward a federal election, education has taken centre stage, from heated debate over school funding models to renewed scrutiny of curriculum and classroom conditions. 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