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The COVID-19 pandemic has worsened the shortage of teachers worldwide. Shortages have been reported globally including in countries such as the UK, Netherlands, France, Japan, New Zealand and the United States. In Australia, persistent challenges in teacher recruitment, and retention, especially in disadvantaged schools have worsened, with rural and remote schools struggling to attract teachers, as well as urban schools in disadvantaged areas necessitating fast-tracked policy measures have been necessitated to address the teacher shortage. This paper focuses on teacher workforce policy given its prominence in the conceptualising and responding to teacher workforce shortages. The paper seeks to explore state-level teacher workforce texts with a focus on the ways workforce issues are constructed at a time of chronic teacher shortages. Utilising thematic analysis of six stated development policy texts, the paper argues state responses continue to emphasise teacher workforce planning based on a labour market perspective that prioritises teacher recruitment as the primary mechanism for addressing the teacher shortages. A delay in addressing the conditions of teachers’ work and the status of the profession as well as a notable inattention to priority areas such as hard-to-staff schools is also noted.
McPherson et al. (Mon,) studied this question.