Aim Grounded in Self-Determination Theory, this qualitative study explores the multifaceted motivations influencing first-year undergraduate nursing students' career choices. It challenges the traditional emphasis on altruism and examines the impact of the evolving healthcare landscape. Background The dynamic nature of healthcare, exacerbated by global events such as the COVID-19 restrictions, necessitates a deeper understanding of the diverse factors shaping students' decisions to pursue nursing. This understanding is pivotal for developing effective strategies to attract and retain a resilient nursing workforce equipped to navigate future challenges. Design A qualitative research design was employed, using semi-structured interviews for an in-depth exploration of the motivational factors. Methods Thematic analysis was used to analyze interview data. Results Five key themes emerged, highlighting the diversity of motivations: (a) Migration and Nursing: Pathways to Opportunities, (b) Breaking Down Barriers: Tuition-Free Incentives Expand Nursing Aspirations, (c) Financial Stability and Global Career Opportunities, (d) Expanding Career Horizons: Beyond Traditional Nursing Roles, and (e) Redefining Nursing Through Gender Dynamics. Conclusions Undergraduate nursing students' career choices are driven by various factors, including migration aspirations, financial aid and security, global opportunities, and challenging gender stereotypes. These findings underscore the need for governments, policymakers, healthcare, and educational institutions to acknowledge and address these diverse motivations to attract and retain a resilient nursing workforce.

While gender-based violence (GBV) is increasingly recognised as a significant social and political issue, its impact on women educators remains underexamined. In the context of growing concerns about violence against educators and the prevalence of GBV in educational institutions, this study investigates gendered patterns of violence against school leaders in Australian schools. Drawing on 18,172 observations from reports by principals and deputy principals, this analysis explores incidents of bullying, threats of violence, and physical violence to identify disparities in the experiences of men and women school leaders. The analysis determined that women school leaders were more likely to experience threats of violence and bullying at work than their male counterparts. Logistic regression analyses revealed that gender, school sector, and role significantly influence the likelihood of experiencing various forms of workplace violence, with women in secondary schools and those in government or Catholic sectors being particularly vulnerable.

This paper integrates insights from affect theory into Foucault's governmentality framework to analyse school markets. Using a Deleuzian approach to affect, we theorise school markets as an affective milieu that composes the field of competition. Drawing on interviews with staff at two rival high schools, we highlight how an affective milieu that included threat, anxiety, insecurity, resentment and confidence shaped market dynamics. Our analysis shows that affective milieus reflect and reinforce power asymmetries in local school markets and are a condition for generating competitive practices to enhance schools' capacities to affect and be affected. Our central point is to move beyond a strictly discursive analysis of school markets by demonstrating how affective forces of neoliberal governmentality play a crucial role in recomposing schools and subjectivities as competitive enterprises. We also suggest that, while material and symbolic resources remain central to understanding educational marketisation and inequality, attention to the conditions of affectivity helps to grasp how competitive relations, perceptions, sense and actions come into being.

Teacher professional autonomy is important to teachers' work satisfaction, efficiency, well-being, and empowerment. However, it cannot simply be defined as freedom from control because it is relational and contextual. In this paper, we examine the relationality and contextual sensitivity of teacher professional autonomy at 'Newstall' College, a senior secondary government school in Australia. The paper draws on a larger study that examined the social justice implications of school autonomy reform in four Australian state education systems. Newstall College was one of the five case study schools included in this study. Findings generated through in-depth interviews with eighteen staff members (including teachers, professional staff, the deputy principal and the principal) are presented that examine teacher professional autonomy. Conceptualising teacher autonomy as relational and contextual, the paper provides insight into the ways in which teacher autonomy was enabled at this school.

Devolved governance, school autonomy and marketisation impact the employment practices of schools and the working conditions of teachers. However, the employment-related effects on school services staff are under-researched. This study draws on data from interviews with staff at one public high school to analyse school services staff experience of school autonomy and the employment practices of principals in the context of competitive education markets. This case study illustrates how a principal's management of employment and labour relations in a school experiencing declining enrolments and reduced resources impacted the labour and working conditions of school services staff. We argue that the principal applies a calculation of utility-maximisation and entrepreneurship to the non-teaching staff's employment and carelessness to their employment conditions, thereby producing flexploitation that relies on the unpaid time and emotional commitment of their staff to do the best for the students. We recommend systemwide policies and practices that effectively train and support principals to protect the employment rights of all school staff should accompany decentralisation policies where responsibility for staffing is devolved to principals.

This article examines school transformation for students from minoritized backgrounds in a highly disadvantaged Australian elementary school. Employing the theory of practice architectures and ecologies of practices, it analyses the educational practices and arrangements that enable and constrain the fostering of a more holistic educational approach for the school's diverse and highly impoverished school community. Furthermore, it examines how these practices and arrangements connect to one another in ways that foster enabling conditions for a more holistic approach to educating to emerge. A practice approach to the study of change is crucial for schools in highly disadvantaged circumstances. It foregrounds the non-human, material elements of school transformation, rejects the reification of practices found in adjectival accounts of leadership and acknowledges the funds of knowledge that minoritized communities bring to schooling. In so doing, a practice approach speaks back to the materiality of power in the making. The article concludes by discussing the implications for socially just educational leadership practice, particularly in minoritized school communities experiencing the challenges of highly performative, marketized systems.

Attracting and retaining a stable supply of effective teachers is critical to the provision of schooling that meets international commitments to equity, excellence, and inclusion. Initiatives targeting school staff are predicated on the accessibility of schools for the workforce. To this point, the empirical impact of housing and transportation costs on the school education workforce has been relatively poorly understood. Based on a novel approach describing workforce distribution, our analysis of the Greater Sydney statistical area in Australia found that not only is the city unaffordable for the school education workforce, but unobserved characteristics (e.g., intergenerational wealth, housing assets, high income housemates) fill the income to cost gap. De-centring the individual, we show that the sustainability of the Sydney school education workforce is fragile and should it collapse, the consequences would be sudden and acute.

This paper analyses the composition, distribution, and history of school funding in Australia through a spatial lens (Soja 2010). We explore multi-scalar school funding policy through three layers of economic maldistribution. We sketch the funding disparities between the three school sectors (public, Catholic, and independent) exposing a spatial injustice in policies of school choice; the spatial and economic maldistribution between state jurisdictions; and the economic maldistribution within state public systems, including the ability of their school communities to contribute funds. Spatial injustice is uncovered in economic maldistribution within and across these policy layers, adding nuance to existing school funding debates. The Australian case is relevant to international explorations of school funding as an example of 'unjust practice' in the hierarchies between schools across sectors, between jurisdictions, and within systems of public education.

Globally, education systems are faced with dual workforce crises: a shortage of teachers and a lack of affordable housing. Attracting and retaining teachers through improved renumeration, working conditions, and quality preparation have been central. However, initiatives to attract and retain teachers mean little if the workforce cannot find appropriate (quality and affordable) housing within commuting distance to their workplaces. The present study undertakes a scoping review of research on the intersection of housing and the school education workforce. Specifically, we examine the volume, variety, and characteristics of evidence through the question of ‘What empirical studies have been published on the relationship between housing and the school education workforce?’ Online databases were used to identify 23 studies published in 2000–2024 from Australia, China, England, Kenya, Malaysia, New Zealand, Tanzania, Uganda, the UK, and the USA. Publications drew on a range of methods and housing was rarely the focal unit of analysis. This study finds that beyond establishing unaffordability through salary and housing costs ratios, and the peripheral inclusion of housing issues in studies, there is insufficient published peer reviewed evidence available to purposefully inform and measure interventions. Greater interdisciplinarity is required in research to highlight the complexity of issues at the intersection of housing (availability, affordability, and distance from workplaces) and workforce distribution. More rigorous data should be collected to support robust reporting on the state of housing for the school education workforce to deliver the type of evidence necessary to develop targeted and tailored interventions to improve outcomes for the workforce and ultimately students.

The articulation of school autonomy into practice nationally, regionally and locally is highly situated in terms of what it enables or impedes with regard to the professional autonomy of principals and teachers. Principal autonomy does not necessarily mean greater teacher professional autonomy. In this paper, we draw on a three-year qualitative study investigating the social justice implications of school autonomy reform in Australia. We present interview data from a case study of a large secondary college to present two conflicting stories of autonomy. Supported by a managerial restructure reflecting distributed leadership, we juxtapose the positive account of autonomy expressed by the leadership team with the negative one expressed by teachers. We explore the justice implications of this disjuncture and argue the importance of critically examining the complex ways in which the intentions and enactments of distributed leadership can be differently articulated and understood within the context of school autonomy reform.