Using systems thinking to understand the experiences of overseas‐trained teachers in Australia

Abstract

Many overseas‐trained teachers (OTTs) migrate to Australia in search of different lifestyles and career challenges and are encouraged to do so by the Australian government to partly address the acute teacher shortage that is labelled by some as a crisis. In their endeavour to find suitable teaching positions in public secondary schools, OTTs often confront multiple challenges. This study explores the different issues that 12 OTTs experienced after obtaining a teaching position in public secondary schools in Australia. An instrumental case study was the chosen methodology. Data were collected through 12 in‐depth semi‐structured interviews and researcher generated field notes. Systems thinking concepts are employed to identify the various systems that interact and provide the context for individual teachers in the classroom. The results indicate that participants experienced the following challenges: apparent lack of effective in‐school induction and mentoring, student behaviour management issues: pedagogical and cultural dissonance and perceived workplace harassment and discrimination. Much of the analysis and guidance for successful classroom teaching emphasises appropriate strategies that should be used by the teacher. From our analysis, we argue that these alone do not account for either success or failure in the classroom. The wider school system, family and community structures, State/Federal Education Department, regional and national economies and socio‐cultural factors all have an important role to play yet are beyond the influence of the individual teacher. The systems thinking approach offers a way forward to create effective solutions to address the problems faced by OTT and also avert a major crisis in public secondary schools. However, despite all of the challenges OTTs faced, the majority were grateful for their multiple positive and rewarding experiences in Australia.