In the first of a two-part Q&A, this New South Wales educator shares what prompted her school's focus on teacher welfare and how they are delivering evidence-based professional development.

Are teachers ever influenced by bias when it comes to grading student work? This is the focus of a new report from researchers at the University of New England. Professor John Malouff joins Teacher to discuss the findings.

Teacher attrition and retention continues to be a problem for education systems around the world. Two studies published this month in Australia and the UK shed further light on the issue.

A recent study looked at the number of young people in Australia completing Year 12 or equivalent (Certificate III or higher) by the age of 19. Here are some of the findings.

School leaders face numerous challenges on a daily basis. To choose wisely in the face of such challenges, John Bush explores why school leaders should look to high quality evidence to support their professional judgement.

In this Q&A, Teacher editor Jo Earp chats to Beth Gilligan, Principal of Dominic College in Tasmania, about her approach to leading and communicating a school improvement agenda.

A new study has found that positive teacher-student relationships at age 10 can significantly reduce problem classroom behaviours, and the effects last for up to four years. Teacher talks to lead author Dr Ingrid Obsuth.

This guide, published by UK organisation MESH, poses several pedagogical questions teachers could ask to develop their students’ visual literacy skills.

Recent research suggests that school connectedness is every bit as important for students on the autism spectrum as for other students.

A new ACER report looks at the extent to which secondary school teachers in Australia are teaching subjects they haven't specialised in during their studies. It includes data on the proportion of Years 7-10 teachers teaching out-of-field in 20 subject areas.