On World Teachers’ Day we show appreciation for educators who inspire, nurture, and empower students every day. We also turn our attention to the challenges teachers face and the urgent need to support and sustain the profession.
The Centre for Research for Educational Impact (REDI) at Deakin University plays a pivotal role in supporting the teaching profession by generating high-quality, impactful research that addresses both local and global educational challenges. REDI’s work directly informs educational theory, policy, and teacher practice.
Here are just some of the projects being led by REDI members:
Supporting teacher wellbeing
The ‘Australian Teacher Work, Health and Wellbeing Report’ by Dr Ben Arnold and Dr Mark Rahimi, reveals a concerning rise in stress and burnout among government school teachers. The report shows that educators face significantly higher emotional and cognitive demands than the average Australian worker, with many reporting work-life conflict and being asked to perform tasks outside their core teaching role.
The research backs the need for systemic reforms to reduce administrative burdens and prioritise staff wellbeing—essential steps toward retaining a healthy and effective teaching workforce.
Addressing out-of-field teaching
With teacher shortages persisting across Australia, many educators are assigned to teach subjects outside their area of expertise. The negative consequences of out-of-field teaching include poorer student participation, engagement, and achievement, teacher attrition, and stress on schools. Professor Linda Hobbs is leading a project investigating the factors influencing decisions by out-of-field teachers to seek additional qualifications.
The project, ‘Shifting the Culture of Out-of-Field Professional Education’, explores how schools and education systems can better support diverse pathways for teachers to become ‘in-field’.
Reimagining language education
The ‘Teachers as Co-learners of Languages’ project led by Associate Professor Michiko Weinmann in partnership with Melbourne Archdiocese Catholic Schools, positions classroom teachers and language assistants as co-teachers, embedding daily language learning into primary school classrooms.
The program, now in over 50 schools, fosters multilingual identities and collaborative teaching practices. Researchers are exploring how this model shifts educators’ understanding of language and literacy, offering a sustainable, inclusive approach to language education.
Advancing sustainability in science education
Dr Seamus Delaney is leading a global initiative to understand how high school chemistry teachers incorporate sustainability into their practical lessons. The International Teacher Survey on Green and Sustainable Chemistry spans over 60 countries and 35 languages, gathering insights into barriers, opportunities, and innovative practices in chemistry education.
The project aims to support teachers—especially in low- and middle-income countries—with resources and professional development that align science education with global sustainability goals.
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