Three Casual Relief Teachers in Australian Primary Schools: Their Experiences and Perspectives Over One School Year - Article 5

Oct 15, 2026

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This study investigates the lived experiences of three casual relief teachers (CRTs) and their work in Australian primary schools across one school year. Using practice architecture theory, the research examines perceived advantages of casual teaching, how casual teaching could be improved through better access to accreditation support, and whether professional practice developed over time. Monthly diary entries and two semi-structured interviews show benefits such as working across different schools, alongside needs for timely accreditation completion and relevant professional learning access.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Literature Review

Methodology

Findings and Discussion

Implications and Conclusion

Australian Journal of Teacher Education | Volume 46 Issue 10 | Article 5 | | --- | --- | | 2021
Three Casual Relief Teachers in Australian Primary Schools: Their Experiences and Perspectives Over One School Year
Minami Uchida
Macquarie University
Michael S. Cavanagh Macquarie University
Rod Lane
New Zealand School Trustees Association
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Elementary Education and Teaching Commons, and the Other Education Commons | | Recommended Citation Uchida, M., Cavanagh, M. S., & Lane, R. (2021) . Three Casual Relief Teachers in Australian Primary Schools: Their Experiences and Perspectives Over One School Year. Australian Journal of Teacher Education, 46(10) . Retrieved from [https://ro.ecu.edu.au/ajte/vol46/iss10/5](https://ro.ecu.edu.au/ajte/vol46/iss10/5) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss10/5](https://ro.ecu.edu.au/ajte/vol46/iss10/5) Three Casual Relief Teachers in Australian Primary Schools: Their Experiences and Perspectives Over One School Year Minami Uchida Michael S. Cavanagh Macquarie University Rod Lane New Zealand School Trustees Association Abstract: This study investigates the lived experiences of three casual relief teachers (CRTs) and their work within Australian primary schools for a period of one school year. Practice architecture theory was used as a theoretical framework to examine whether participants saw any advantages to working on a casual basis, how they think casual teaching could be improved in terms of access to accreditation support, and whether any growth to their professional practice took place during the course of the year. Monthly diary entries and two semi-structured interviews from each participant revealed some advantages to casual teaching, such as being able to work across different schools. Participants discussed the need for CRTs to complete accreditation in a timely manner and gain access to relevant professional learning. This study provides evidence of the complex and varied backgrounds and motivations of CRTs. Implications for future research in the area are also discussed. Key words: casual relief teacher; primary school teachers; practice architecture theory Introduction Casual employment is a prevalent form of work within the education sector (Nicholas & Wells, 2016). Casual relief teachers (CRTs) are also known widely around Australia as supply teachers, temporary relief teachers, and relief teachers (Australian Institute of Teaching and School Leadership, 2018) . CRTs make up a significant proportion of the workforce. They serve to maintain the continuity of learning for students despite staff absences and are vital to schools’ operation. In Australia, CRTs have the same qualificationsand meet the same legal and procedural requirements (e.g. criminal background checks, medical certificates) as teachers who are employed on a permanent or full-time basis. The Australian Institute of School Leadership reported in 2018 that only 25% of graduate teachers secured permanent classroom teaching roles while two in three teachers worked on a casual basis or gained temporary contracts. It has also been reported that students are taught by CRTs for a cumulative equivalent of one year during their schooling from Kindergarten to Year 12 (Nicholas & Wells, 2017). Thus, CRTs are a vital part of the Australian education system. Literature Review Previous studies have focussed on experiences of CRTs across different educational settings, including primary and secondary schools (e.g. Jenkins, Smith & Maxwell, 2009) and tertiary institutions (e.g. Dean, Harden-Thew, & Thomas, 2017). A common theme reported by these studies is that CRTs were often neglected and alienated from the schoo

FAQs

What is the main focus of the study on casual relief teachers (CRTs)?

The study examines the lived experiences of three CRTs in Australian primary schools over one school year, including perceived benefits, needs, and changes in professional practice.

What theoretical framework guides the analysis in the study?

Practice architecture theory is used to evaluate advantages of casual teaching, improvements related to accreditation support access, and growth in professional practice.

What data collection methods were used to explore the CRTs’ experiences?

The study uses monthly diary entries and two semi-structured interviews from each participant to capture experiences and perspectives across the year.

Oct 15, 2026

Upload by Franzy