"It's just an atrocious way for people to start their career. It's a discouraging position that gives them incentive to hide the problems they're having rather than seek support, because they think it will risk their chances of getting hired."

New teachers also tend to be placed in more challenging schools, said Anna Sullivan, an Associate Professor of education at the University of South Australia who co-edited the book.

"That means we've got our most vulnerable teachers teaching our most vulnerable students. What does that say about our education system?," she said.

"The OECD is saying we have an impending crisis; we need 69 million teachers globally and many countries have got teachers teaching in areas that are not their expertise and are not able to provide what they want, which is a quality education."

Ms Preston said students are taught by replacement teachers for at least a year of their schooling, underscoring the need for more experienced teachers to take on more of these temporary positions.

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"Replacement teaching is likely to be of better quality if carried out by permanent teachers, especially if they are part of or have a strong relationship with the school," the book finds.

Experienced teachers are also more likely to have developed more "sophisticated strategies" for managing students.

"We've got to work out a strategy that professionalises replacement teaching so that it is valued and well-supported and more attractive to experienced teachers," Ms Preston said.

In NSW, the Teachers' Federation is calling for additional Gonski funding to be spent on employing more permanent teachers to allow them more time for professional development, collaboration with colleagues and greater engagement with students and parents.

"What the [NSW Department of Education] has done is that with the extra dollars, they've increased the number of temporary positions far more than the number of permanent teachers," the federation's senior vice-president Henry Rajendra said.

"We're asking for thousands more permanent teachers and a doubling of the release time for primary teachers and an increase in release time for secondary teachers."

A spokesman for the NSW Department of Education said there had been a growth in the number of temporary teachers employed in public schools due to fluctuating enrolments and because funds are often linked to specific programs that "typically operate over a finite period and are accordingly best staffed with a temporary employee."

"Positions may [also] be filled temporarily where there are fluctuating enrolments, changing curriculum offerings and pending recruitment of permanent teachers," he said.