Thousands of teachers across Victoria have taken strike action, calling attention to workload, pay and unsustainable working conditions.

But this is not just an industrial dispute. It is a signal of something deeper – a profession struggling with its status.

Read more: Why are so many teachers walking off the job this week?

If we want teachers to stay, we need to move beyond short-term fixes and ask a more fundamental question: How does society value teachers?

This isn’t just a shortage, it’s a status problem

Teacher shortages are now a global concern, with fewer people entering the profession and more considering leaving.

In Australia, the signs are clear. Schools are facing increasing difficulty recruiting and retaining qualified teachers.

But research suggests this is not simply a pipeline issue. It’s a status issue.

Across OECD countries, most teachers report feeling undervalued by society. This perception has real consequences. Teachers who feel undervalued are more likely to experience job dissatisfaction and less likely to engage in school improvement efforts.

When teachers feel their work is not respected, they’re more likely to leave.

What does ‘valuing teachers’ actually mean?

Teacher status is often reduced to pay or prestige. But research shows it’s far more complex. It’s shaped across multiple layers from classroom experiences to broader policy signals.

Teachers tend to define status through their daily professional lives: Do they have autonomy? Are they trusted? Do they have a voice?

The public, however, often relies on external cues – media narratives, policy signals and comparisons with other professions.

This creates a disconnect. Teachers may be praised rhetorically but feel marginalised in practice. And that gap matters.

What actually shapes teacher status?

Global research points to several key drivers, many of which sit within education systems themselves.

Working conditions matter. Heavy workloads and administrative burden signal that teachers’ time and expertise are not valued.

Professional autonomy is critical. When teachers are trusted to make decisions about teaching and learning, their professional standing rises. When they’re tightly controlled, it declines.

Voice and participation also matter. Teachers who are excluded from decision-making are positioned as implementers rather than professionals.

Pay and career pathways remain important – not as the sole factor, but as visible indicators of how society values the profession.

Public narratives shape perception. Media portrayals and political discourse influence whether teaching is seen as a respected and attractive career.

Together, these factors show that teacher status is not fixed. It’s produced through policy, systems and everyday interactions.

Why this strike matters

The Victorian strike reflects these broader dynamics.

Teachers are not only asking for better pay. They are asking for recognition of the complexity of their work.

Teaching involves intellectual, relational and emotional labour that is often invisible and difficult to measure. When policies reduce teaching to test scores or compliance metrics, they risk diminishing its professional value.

Read more: Strike action is just the beginning: Principals are at breaking point

This helps explain why reforms focused heavily on accountability have, in many contexts, contributed to declining morale rather than strengthening the profession.

What would actually make teachers stay?

If improving retention requires raising teacher status, then solutions must go beyond recruitment targets.

The evidence points to a combination of structural and cultural change.

Strengthen professional trust. High-performing systems treat teachers as experts, not technicians. Trust and autonomy are central to professional status.

Improve working conditions. Reducing workload is not just about wellbeing. It signals that teachers’ work is valued.

Elevate teacher voice. Involving teachers in school and policy decisions strengthens their professional identity and sense of belonging.

Align policy signals. Government priorities, funding decisions and public messaging all shape how teaching is valued.

Shift public narratives. How we talk about teachers matters. Recognition must extend beyond symbolic praise to reflect the realities of their work.

A turning point for the profession

Teacher shortages are often framed as a technical problem, to be addressed by recruiting more teachers, fast-tracking entry pathways and filling vacancies.

But this misses the point.

People are not just leaving because teaching is difficult. They’re leaving because it’s not valued in ways that reflect its importance.

Raising teacher status is not symbolic. It’s a practical strategy for retention.

When teachers feel valued, they’re more satisfied, more engaged and more likely to remain in the profession.

The Victorian strike should not be seen as a disruption. It’s a signal that if we want a sustainable teaching workforce, we need to address the deeper issue at its core – not just how we support teachers, but how we value them.

Because until that changes, teachers won’t just walk out. They’ll keep walking away.