ABSTRACT
This paper shows how system-level data can generate useful insights into the profile of first-year graduates who are teaching out-of-field (OOF). Understanding in-school demand and impacts on first-year graduates teaching OOF is important, especially when the first years of teaching are complex, busy, and involve a steep learning curve. A mixed methods sequential explanatory design was used to generate qualitative and quantitative data collected from teacher and principal surveys. This study establishes the prevalence of OOF teaching amongst first-year graduates in Western Australian public schools and develops a profile of their OOF experiences and support needs based on their perceptions and their principals’ perceptions. This study details the supports that will make a difference to teachers’ capability, in particular a reduction in load where the OOF teaching workload is high, and access to formal subject-specific mentoring, both noted in research as important support mechanisms. This paper provokes new research questions, highlights areas for further research, and establishes the need for more large-scale datasets and longitudinal studies to examine change over time and the enduring effects of OOF teaching, both in relation to transitions into teaching, as teachers learn on-the-job, and when teachers undertake formal professional development programmes or courses.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Supplementary material
Supplemental data for this article can be accessed online at https://doi.org/10.1080/1359866X.2024.2326878
Additional information
Notes on contributors
Janine E Wyatt
Janine E. Wyatt is a Principal Consultant in the Department of Education Western Australia. Her research interests include teacher workforce supply and demand with a focus on attrition and retention of early career teachers and mid-career teachers.
Linda Hobbs
Linda Hobbs is an Associate Professor of Education (Science Education) at Deakin University. Her research interests include teaching out-of-field, STEM education, teacher learning and school change, partnerships in educations, as well as evaluation of education-based initiatives.