In April 2025, about ****** teachers and other private educational staff quit their jobs in the United States. The number of quits among staff in the educational services industry reached its highest point since the beginning of the COVID-19 pandemic in April 2022. The number of quits dropped during the first months of the pandemic, but started to rise again towards the end of 2020.

The data covers different aspects of the school workforce in Wales, using the data collected from the School Workforce Annual Census (SWAC).

This data collection, a revised version of SCHOOLS AND STAFFING SURVEY, 1987-1988 [UNITED STATES]: TEACHER FOLLOWUP SURVEY, 1988-1989 (ICPSR 6270), is a follow-up to the Teacher Survey in SCHOOLS AND STAFFING SURVEY, 1987-1988 [UNITED STATES]: REVISED VERSION (ICPSR 2733). The Teacher Follow-Up Survey was designed to update data on teacher career patterns and plans and to determine attrition rates. A subsample of teachers who were in the profession during the school year 1987-1988 were queried: teachers who left the teaching profession between the school years 1987-1988 and 1988-1989 (leavers) and teachers who remained in the profession (stayers). Information in this revised collection is given separately for public school teachers (Part 1) and private school teachers (Part 2). Questions were asked on topics such as current activity, occupation, career patterns, educational pursuits, future plans, attitudes toward the teaching profession, and overall job satisfaction.

Percentage of teachers at a given level of education leaving the profession in a given school year. The number of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Assessing and monitoring teacher attrition is essential to ensuring a sufficient supply of qualified and well-trained teachers as well as to their effective deployment, support and management. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years.

This statistic shows the reasons that teachers who are considering leaving their profession in the next two years have for wanting to leave, as of June 22 to July 7, 2015. The reason most often cited by teachers wanting to leave their profession was volume of workload, followed closely by seeking a better work/life balance.

Teacher attrition is a major problem in many countries. One possible and widely spread counter measure is to recruit persons from other occupational fields to become teachers. Although the existent literature suggests that second career teachers (SCT) have additional resources compared to first career teachers (FTC), empirical data are still scarce on whether SCT are able to transfer prior skills and knowledge into teaching, how this affects the way they deal with professional demands, as well as their intentions to stay in their new profession. On this basis, the present study explores whether FCT and SCT differ in how challenged they feel by typical professional demands associated with teaching, and in what way their challenge appraisals are relevant for the intention to leave the profession. A questionnaire survey was conducted with a sample of 297 teachers, comprising 193 FCT and 104 SCT. Both groups had had regular teacher training, resulting in a full teacher diploma. Professional demands associated with student learning and assessment were rated as most challenging, whereas classroom management, establishing a professional role and cooperation with colleagues were perceived as less challenging. A group difference was found in professional demands concerning student learning and assessment, where SCT felt less challenged than FCT. Also, SCT were more intent to stay in the teaching profession. Further analyses showed that both group differences are mainly attributable to the higher proportion of male teachers among SCT, as well as to their higher general self-efficacy beliefs. Both career background and the degree to which the teachers felt challenged in their job played a subordinate role for the intention to leave the teaching profession. The findings indicate that SCTs’ background as career switchers might be less important for coping with specific professional demands than the existent research literature implies. On the other hand, they indicate that SCT feel nearly as challenged when starting to teach as traditional teachers, and need may have the same needs for good teacher induction.

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This survey is a followup to the Teacher Survey from SCHOOLS AND STAFFING SURVEY, 1987-1988: UNITED STATES and is the fifth component of the Schools and Staffing Survey (SASS), conducted one year after the base-year data collection. The other four components of the SASS are the Teacher Demand and Shortage Survey, School Administrator Survey, School Survey, and Teacher Survey. The Teacher Followup Survey (TFS), designed to update data on teacher career patterns and plans and to determine attrition rates, queries a subsample of teachers in the profession during the school year 1987-1988 and has two components: teachers who left the teaching profession between the school years 1987-1988 and 1988-1989 (leavers) and teachers who remained in the profession (stayers). For both groups, questions were asked on topics such as current activity, occupation, career patterns, educational pursuits, future plans, attitudes toward the teaching profession, and overall job satisfaction.

IntroductionTeacher retention, workload, and the intention to leave the profession have become growing concerns in education, highlighting the need for a holistic approach to teacher occupational well-being.MethodsThis study employed a sequential explanatory mixed methods design to investigate factors influencing teacher well-being. A cross-sectional quantitative survey (n = 247) examined teachers’ perceptions of occupational well-being, while phenomenological qualitative interviews (n = 21) explored their workplace experiences. Using the OECD teacher occupational well-being framework, quantitative and qualitative data were integrated to identify key determinants of well-being and potential strategies for improvement.ResultsFindings revealed that teachers with strong self-efficacy and social support experienced higher job satisfaction and fewer psychosomatic symptoms, whereas increased stress levels led to greater health-related issues. Male teachers reported fewer psychosomatic symptoms than female teachers, while experienced teachers exhibited higher stress levels. Early-career teachers and junior-grade classroom teachers were more likely to consider leaving the profession, with larger class sizes contributing to greater stress and burnout. Workplace stress, student intimidation, and verbal abuse were positively associated with psychosomatic symptoms, while addressing parent or guardian concerns correlated with improved cognitive and social well-being. Lack of support was a major contributor to stress, burnout, and job dissatisfaction, whereas strong social support networks alleviated these issues.ConclusionThe study underscores the importance of ongoing leadership support and well-being-centered policies in fostering teacher occupational well-being and improving retention, particularly among early-career educators. These findings provide valuable insights for school administrators, policymakers, and educators to develop targeted strategies that create a supportive and sustainable teaching environment.

The 1991-92 Teacher Follow-Up Survey (TFS 91-92) is a longitudinal follow-up to the 1990-91 Schools and Staffing Survey (SASS 90-91). TFS 91-92 (https://nces.ed.gov/surveys/sass/index.asp) is used to determine how many teachers remained at the same school, moved to another school, or left the profession in the year following the Schools and Staffing Survey (SASS) administration. TFS 91-92 was administered to a sample of teachers who completed the SASS in the previous year. Key statistics found from 1991-92 TFS are the percentage of teachers who remained at the same school, the percentage of teachers who moved to another school, or the percentage of teachers who left the profession in the year following the 1990-91 Schools and Staffing Survey (SASS) administration.

The Schools and Staffing Survey, 1987-88 (SASS 87-88), is the first year of the Schools and Staffing Survey (SASS) program. Program data are available since 1987-88 at . SASS 87-88 is a system of surveys that cover a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers'perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention policies, to basic characteristics of the student population. The surveys were conducted using mail, paper questionnaires, and telephone interviews. Teachers, principals, school district coordinators and school coordinators were sampled. Key statistics produced from SASS 87-88 are average teacher salaries and the percentage of teachers by teaching field. Key statistics from the follow-up to SASS 87-88 (TFS 88-89) are the percentage of teachers staying at the same school, moving to a new school, or leaving the teaching profession. Prior to the founding of SASS in 1987-88, there were three sets of Elementary and Secondary School Division surveys administered by the National Center for Education Statistics in different years: the “Teacher Demand and Shortage Surveys, & the “Public and Private School Surveys,and the “Teacher Surveys. The public and private sector versions of each of these three survey types were conducted in alternate years.

Staff in Australia's Schools (SiAS) 2010 is the second national survey of approximately 17,000 teachers and school leaders funded by the Australian Government, conducted by the Australian Council for Educational Research (ACER); the first being conducted in 2006-07. It collected data on a wide range of teacher characteristics and workforce issues including: demographic items, professional learning, qualification, future career intention, and career path. One of the major purposes of this national survey was to provide relevant data to inform teachers staffing issues and teacher workforce planning. (McKenzie, Rowley, et al., 2011). The data is self-reported and data quality generally regarded as good. The first aim of this project was to use logistic regression to estimate Australian teachers' Intent to permanently leave teaching profession prior to retirement. Another aim was to identify the factors (or independent variables) that could most accurately predict teachers' intention to leave.

The 2012-13 Teacher Follow-Up Survey (TFS 12/13) is a longitudinal follow-up to the 2011-12 Schools and Staffing Survey (SASS 11-12). TFS 12/13 (https://nces.ed.gov/surveys/sass/) determines how many teachers remained at the same school, moved to another school, or left the profession in the year following the Schools and Staffing Survey (SASS) administration. TFS 12/13 was administered to a sample of teachers who completed the SASS in the previous year. The majority of TFS 12/13 is a web-based survey, but it also has paper component. Key statistics produced from TFS 12/13 are how many teachers remained at the same school, moved to another school, or left the profession in the year following the Schools and Staffing Survey (SASS) administration.

This research produced evidence on the issue of minority ethnic teacher retention in England in 2019/20 academic year. Focusing on the perspectives of 24 minority ethnic teachers from different demographics and professional backgrounds, we investigated in interviews why minority ethnic teachers leave schools that employ high numbers of minority ethnic staff and enrol students from similar backgrounds, and what should be done to support their retention.

The 2015-16 National Teacher and Principal Survey (NTPS) is a redesign of the Schools and Staffing Survey (SASS); SASS program data is available since 1987-88 at . NTPS will replace SASS as one of the key sources of nationally representative data on a range of important education topics including out-of-field teaching, school decision making, professional development, teacher and principal evaluation, and career paths of educators and administrators. The repeated cross-sectional design of NTPS allows tracking of trends on these topics over time. The survey is conducted through a combination of online and paper questionnaires. The sample includes teachers, principals, and schools, and is nationally representative.

Abstract (en): This data collection, a revised version of SCHOOLS AND STAFFING SURVEY, 1987-1988 UNITED STATES, consists of four integrated surveys of schools, administrators, and teachers in the United States. Information is presented separately for public and private schools in this revised version of the collection. Parts 1 and 2, the Teacher Demand and Shortage Surveys, provide information on student enrollment, number of teachers, position vacancies, new hires, teacher salaries and incentives, and hiring and retirement policies. Parts 3 and 4, the School Administrator Surveys, include information about training, experience, professional background, and job activities of school principals and headmasters. Parts 5 and 6, the School Surveys, present data on student characteristics, staffing patterns, student-teacher ratios, types of programs and services offered, length of school day and school year, graduation and college application rates, and teacher turnover rates. Questions in Parts 7 and 8, the Teacher Surveys, cover teacher education and training, teaching assignment, teaching experience, certification, teaching workload, perceptions and attitudes about teaching, job mobility, and workplace conditions. ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Performed consistency checks.; Checked for undocumented or out-of-range codes.. Public and private schools in the United States. Stratified sample. 2006-01-18 File DOC2733.ALL.PDF was removed from any previous datasets and flagged as a study-level file, so that it will accompany all downloads.2006-01-18 File CB2733.ALL.PDF was removed from any previous datasets and flagged as a study-level file, so that it will accompany all downloads.2000-05-01 Information about variable values has been added to the SAS and SPSS data definition statements.1999-08-18 Decimal specifications in the SPSS data definition statements for this collection have been corrected. (1) This revised version of the collection is derived from the NCES's "Schools and Staffing Survey (SASS) and Teacher Followup Survey (TFS) CD-ROM: Public-Use Data for 3 Cycles of SASS and TFS." This version contains created variables and supersedes ICPSR 9846. (2) The codebook and technical manual are provided as Portable Document Format (PDF) files. The PDF file format was developed by Adobe Systems Incorporated and can be accessed using PDF reader software, such as the Adobe Acrobat Reader. Information on how to obtain a copy of the Acrobat Reader is provided through the ICPSR Website on the Internet.

The Schools and Staffing Survey, 2003-04 (SASS 03-04), is a study that is part of the Schools and Staffing Survey (SASS) program. SASS 03-04 (https://nces.ed.gov/surveys/sass) is a survey that covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. The survey was conducted using mail, email, paper questionnaires, and telephone interviews. Teachers, librarians, principals, and school coordinators were sampled. Key statistics produced from SASS 03-04 are how many teachers and principals remained at the same school, moved to another school, or left the profession in the year following the SASS administration.

The 1999-2000 Schools and Staffing Survey is a study that is part of the Schools and Staffing Survey (SASS) program; program data is available since 1987-88 at . SASS 99-00 (https://nces.ed.gov/surveys/sass) is a survey that covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. The survey was conducted using mail, email, paper questionnaires, and telephone interviews. Teachers, librarians, principals, and school coordinators were sampled. Key statistics produced from SASS 99-00 are how many teachers and principals remained at the same school, moved to another school, or left the profession in the year following the SASS administration.

The Schools and Staffing Survey, 2011-12 (SASS 11-12), is a study that is part of the Schools and Staffing Survey (SASS) program. SASS 11-12 (https://nces.ed.gov/surveys/sass/) is a survey that covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. The survey was conducted using mail, email, and telephone interviews. Schools, teachers, librarians, and principals were sampled. Key statistics produced from SASS 11-12 are how many teachers and principals remained at the same school, moved to another school, or left the profession in the year following the SASS administration.

The student survey data include measures of students’ background, knowledge, aspirations, satisfaction, and perception of classroom environment and teaching quality. The student survey measures are drawn from previous national and international studies including TRIPOD, Evaluating the Design and Impact of School Sector Development Program (SSDP) Training in Nepal (3ie) and School Sector Reform Program (World Bank). Out of 4889 eligible students, data were collected from 4588 students resulting in a response rate of 94%.

The parent survey data include household-level measures of household size, composition, socio-economic background (ethnicity, social status), education and occupation, wealth, assets, and income. The data also include individual-level measures of parents’ perceptions of teaching quality, parental action related to gathering information about alternative schools, barriers/facilitators to exercising school choice, and awareness and participation in civil society organizations seeking to influence governance of education. Out of 4889 eligible students’ parents, data were collected from 4606 parents resulting in a response rate of 94%.

The teacher survey data include measures of teachers’ background, knowledge, training, instructional practice, classroom management, and parental outreach and reporting. Out of 951 eligible teachers, data were collected from 906 teachers resulting in a response rate of 95%.

The Head Teacher (Principal) survey data include measures of general background, performance, school management experience, professional engagement with school leadership, and satisfaction with working conditions. Out of 114 eligible schools, data were collected from Head Teachers (Principals) from 113 schools resulting in a response rate of 99%.

The school management committee (SMC) data include measures of accountability (delegation, finance, performance, information, and enforcement). Out of 114 eligible schools, data were collected from SMCs from 109 schools resulting in a response rate of 96%.

The Parent Teacher Association (PTA) data include measures of short-term accountability (local community level) and other measures of accountability (delegation, finance, performance, information, and enforcement). Out of 114 eligible schools, data were collected from PTA representatives from 108 schools resulting in a response rate of 95%.

We propose to develop and validate measures of accountability to be shared with the Nepal Ministry of Education (MOE), local stakeholders and scientific communities, and to use those measures in an analysis of the determinants of accountability and its association with students' gains in achievement. The proposed study will build on the resources of the Chitwan Valley Family Study (CVFS), a 20-year ongoing panel study of 116 schools with 3,000 households with 3,500 school aged children in 151 communities located throughout the Western Chitwan Valley of Nepal. With funding from DFID-ESRC, we are proposing to achieve two aims: Aim One: To Develop and Pretest a Suite of Nepali Accountability Assessment Tools (NAATs) for Use by the MOE and to Pilot these Tools within the Chitwan Valley of Nepal. Importantly, the tools will be designed so that Nepal's MOE can both assess and potentially improve its current accountability processes at multiple levels of the increasingly decentralized Nepalese education system [4]. To achieve this aim we will: (1) develop a variety of accountability assessment tools for use in Nepal's education system; (2) modify a set of instructional processes and instructional quality measures developed for use in OECD countries for use in the Nepali educational system; and (3) gather data on students' academic achievement using standardized test items developed by Nepal's MOE. Aim Two: To Investigate How Accountability Processes; Environments for Student Learning in Schools, Families, and Communities; and Student Learning are Related. This involves investigating three main research questions: Are accountability processes systematically related to socioeconomic disparities among communities, schools within communities, and families within schools? In school and community settings where accountability processes are more intensive, is the quality of instructional service delivery higher? And, controlling for socioeconomic disparities related to student achievement is student learning higher in schools and communities where accountability processes are more intensive? To meet this aim, we will: (1) administer a newly designed PET-QSDS survey to 380 key stakeholders; (2) administer the NASA test at the beginning and end of the school year and a student survey to 1,740 8th graders; and (3) administer a teacher survey to 1,392 teachers and a parent survey to 1,740 parents. The results of this research will be relevant to education policy makers in Nepal and will also contribute directly to comparative education research on school...