Overseas trained teachers and employment strategies : a multi-method study of teacher recruitment issues in Australia

Abstract

The research project reported in this thesis investigated the experiences of overseas trained teachers in metropolitan and non-metropolitan areas of New South Wales (Australia) in order to better understand their search for employment as teachers and the nature of the work of those employed as teachers. It is in this sense that this thesis explores issues troubling policy-makers in Australia regarding the attraction and retention of teachers. This thesis began by reviewing current knowledge in the research literature about overseas trained teachers, as well as problems experienced by overseas trained teachers. The literature reviewed was not limited to Australia but also drew on research from other English speaking countries. In terms of theory, this research project used concepts from the work of Bourdieu (1984, 1986, 1990, 1991, 1992, 1993, 2005) to argue and interpret the evidence. For instance, the participants in this study were interpreted as being 'positioned' as overseas trained teachers with 'cultural capital' and 'habitus' in the New South Wales (NSW) 'education field'. These concepts helped afford a better understanding of the interactive relationships between overseas trained teachers-the practice subjects-and the specific education 'field': what kinds of 'strategies' were taken by both parties in the struggle for dominant 'positions' in the field? Sassen's (1998, 2006) concepts of citizenship and digital network also helped to interpret the evidence of global labour mobility. Both qualitative and quantitative research methods were adopted in this study, which included surveys, semi-structured interviews, and policy analysis. The surveys provided statistical data about the overseas trained teachers' demographic features and details about their experiences overseas and in Australia. The interviewees were selected from those survey respondents who indicated their interest in providing more information through specific questions. Policy documents were also collected for policy analysis. The data collection and analysing processes were based on principles of validity and reliability to ensure rigorous outcomes. Through analysing this evidence, this study found that family reasons and lifestyle change were two main incentives for the overseas trained teachers coming to NSW, rather than professional development. However, due to the lack of a single national recruitment and registration system, the overseas trained teachers in this study who had already passed the nation's skills recognition process, or who had registered as teachers in other States, had to re-register in NSW. This set up registration barriers. There were gaps between the needs of the overseas trained teachers and the State education authorities. Work locations, qualifications and work experience were the focus of additional barriers. The requirements emphasised local work experience, which marginalised the qualifications and knowledge of overseas trained teachers. The overseas trained teachers also experienced identity struggles, insofar as they were treated as both beginning teachers and experienced teachers. Importantly, this research found that collegial support networks were effective for helping newly arrived overseas trained teachers to adjust to the NSW education culture. With sufficient professional help, those overseas trained teachers with good English proficiency were able to adjust into this new work environment. On the basis of these findings, this thesis argues that there are various barriers in the NSW public education system, restraining overseas trained teachers with considerable knowledge from getting involved in the system. And this leads to the loss of qualified overseas trained teachers who actually can bring benefits to the NSW education system. It is argued that failing to carry out efficient overseas trained teacher recruitment and employment strategies has a negative effect on this state's ability to make transnational knowledge connections.

Date of Thesis submission	2009
Original language	English