Victorian public school teachers are taking industrial action today, with tens of thousands of school staff, including support personnel and principals, expected to join the picket lines. This widespread strike action echoes similar movements across the nation, with teachers in Tasmania also commencing their own industrial action this week. Public schools in Tasmania’s northwest are closed on Tuesday, followed by the north on Wednesday, and the south on Thursday.
While public discourse has understandably gravitated towards core issues like salaries and workloads, encompassing critical concerns such as staff shortages and unpaid overtime, the scale of this industrial action may signal a more profound disconnect. It points to a potential breakdown in trust between educators and the systems governing their profession.
The Push for Fairer Remuneration
For nine months, Victorian school staff have been engaged in negotiations with the state government, advocating for a substantial pay increase. Their proposal seeks a 35% rise over four years, coupled with concrete measures to alleviate overwhelming workloads. Teachers argue this increase is essential to keep pace with inflation and to bring their salaries into parity with their counterparts in other Australian states.
The Victorian government’s most recent offer, described as “strong” by Premier Jacinta Allan, includes a 17% pay increase spread over several years, with what critics deem to be limited practical changes to their working conditions. This offer, however, falls significantly short of what teachers believe is necessary to retain staff and stabilise the workforce.
A National Comparison: Victoria’s Standing
Currently, Victorian teachers find themselves among the lowest paid in Australia. Salary gaps of A$10,000 to A$15,000 annually compared to some other states are a stark reality. For instance, in 2025, entry-level teachers in Victoria are set to earn $79,589. In contrast, their colleagues in New South Wales will command $90,177. Similarly, Victorian school principals earn $156,335, while their NSW counterparts receive $178,812.
Teacher salaries are determined at the state level. In recent years, Victoria’s pay scales, influenced by earlier industrial agreements and comparatively lower overall school funding, have not kept pace with the more significant increases seen in other jurisdictions.
Meanwhile, Tasmanian teachers are currently rejecting an offer of less than a 9% pay rise over three years from their state government.
Addressing Workload Burdens
Beyond remuneration, Victorian teachers are also demanding improvements to their working conditions. This includes calls for smaller class sizes and increased access to support staff and allied health resources for students. While class sizes in Victoria are generally capped at around 25-26 students, with provisions for smaller classes in early years and flexibility in specialist settings, teachers argue that reducing these numbers is crucial for both educational equity and effective student learning, particularly for students with additional needs.
Although class sizes in Victoria are broadly comparable to those in New South Wales, the issue of class size remains a national concern. Compounding these concerns is the administrative burden and burnout faced by educators. A 2025 study revealed that a staggering nine out of ten Australian teachers are experiencing severe stress, with nearly 70% reporting unmanageable workloads.
While the Allan government recently announced measures aimed at reducing teachers’ paperwork, such as simplifying student reports, these initiatives have not deterred the planned strike action.
The Rarity of Teacher Strikes
Given the disruption strikes can cause to student learning, teachers historically tend to avoid industrial action. The current statewide strike in Victoria marks the first major industrial action in 13 years, underscoring the gravity of the ongoing dispute. The only recent comparable event was a statewide teacher strike in Queensland in 2025, which similarly focused on pay, workload, and working conditions.
Beyond Salary: Deeper Dissatisfaction
The dissatisfaction among teachers extends beyond mere salary concerns, encompassing a broader discontent with their working conditions. Amidst an ongoing national teacher shortage, research consistently highlights that educators are grappling with abuse from students and parents. Furthermore, job satisfaction is hampered by overly prescriptive curriculum demands and administrative tasks that detract from valuable classroom time. This prevents teachers from having the autonomy and time to tailor their teaching methods to best engage their students.
The Crucial Element: Respect and Trust
Across numerous studies examining the work and well-being of teachers in Australian schools, a recurring theme emerges: educators yearn to feel respected and trusted within their professional environments. A 2024 study involving 994 Australian teachers underscored the profound importance of feeling valued and trusted at work, alongside receiving adequate support and a safe working environment.
This sentiment translates into a desire for their professional expertise to be acknowledged and respected by parents, education administrators, the media, and the wider community. Ultimately, teachers seek a genuine voice in decisions that impact their profession and assurance that their contributions are valued by society.
