An estimated 88.7 percent of teachers in England who qualified in 2022 were still teaching at schools one year after receiving their teaching qualification. By comparison, 86.4 percent of teachers who qualified in 2010 were still teaching a year after qualifying, with 70.8 percent of 2010 qualifiers still teaching five years later. Teacher supply Teacher retention has been an ongoing issue for schools in England due to various factors. While then number of qualified teachers has remained relatively steady between 2015 and 2023, it has not been enough to keep pace with the rising number of pupils in state schools. Additionally, teachers are working more hours on average to cope with a rising workload. Stagnant pay may also be a contributing factor to declining teacher retention, with average primary teacher starting salaries in England falling well behind many of its European neighbors. Teacher strikes National strikes took place in the UK on throughout 2022 and 2023, with members of four teachers unions taking industrial action. This strike action was related to teacher pay amid an ongoing cost of living crisis. Most state-school teachers in England and Wales had a five percent pay rise in 2022, but unions argue that with inflation exceeding ten percent that year, teachers were having to take real-terms pay cuts. The government was initially reluctant to negotiate with unions due to a squeeze on government finances and strike action across many sectors in the UK. By July 2023, however, a deal with the government was reached for the 2023/24 academic, whereby teachers would receive a 6.5 percent pay rise.

Percentage of teachers remaining in state-funded schools in England in the years following obtaining their Qualified Teacher Status (QTS), by year of gaining QTS

The dataset contains detailed information on teacher workforce dynamics in Kazakhstan from 2015 through 2024. It includes annual measures of teacher exits, turnover, retention, and cohort survival rates. The data cover the entire population of public-school teachers across 4,919 settlements, 212 districts (raions) and 20 administrative regions of Kazakhstan. The dataset was derived from the Kazakhstan National Education Database (NEDB), which provides official administrative records of schools, students and teachers. The dataset is intended to support research on workforce planning, teacher mobility, education policy, and long-term staffing needs.

– This dataset consists of nine structured tables derived from aggregated teacher-level records for the period 2015–2024. The tables are provided in .csv format and can be found in the Dataset/tables folder. Each table presents indicators such as exit counts, retention rates, turnover rates, and cohort-based retention patterns. – A detailed variable description is available in the accompanying Dataset/tables/Codebook.xlsx, which explains all geographic identifiers, demographic categories, and indicator definitions. Each table is linked to a visualization (bar charts, line graphs, heatmaps) that highlights the main workforce dynamics by year, region, or demographic group. These figures are stored in the Dataset/data/visualizationsfolder and correspond to the table numbering for easy cross-reference. – The Dataset/code folder contains the Python scripts (.ipynb) used for data cleaning, aggregation, and indicator calculation, along with a README.txt file documenting the workflow and formulas used. The dataset enables users to investigate teacher retention and turnover across time, geographic scales (settlements, districts, oblasts), and age groups (<30, 30–39, 40–49, 50+). Researchers can replicate the analysis or extend it using the provided scripts. All data are anonymized and aggregated to protect individual confidentiality.

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.

Please find enclosed the analysis files and instructions for data access to replicate the tables and figures presented in "The Hidden Costs of Teacher Turnover," a manuscript forthcoming in AERA Open. Abstract. High teacher turnover imposes numerous burdens on the schools and districts from which teachers depart. Some of these burdens are explicit and take the form of recruiting, hiring and training costs. Others are more hidden and take the form of changes to the composition and quality of the teaching staff. This study focuses on the latter. We ask how schools respond to spells of high teacher turnover, and assess organizational and human capital effects. Our analysis uses two decades of administrative data on math and ELA middle school teachers in North Carolina to determine school responses to turnover across different policy environments and macroeconomic climates. Based on models controlling for school contexts and trends, we find that turnover has marked, and lasting, negative consequences for the quality of the instructional staff and student achievement. Our results highlight the need for heightened policy attention to school specific issues of teacher retention.

Teacher turnover across the country presents a persistent and growing challenge for schools and districts, with the highest rates of turnover geographically concentrated in the American South. Research on teacher staffing and turnover problems consistently highlights two subsets of schools as struggling to attract and retain well-credentialed, effective educators—predominantly Black schools and rural schools. However, research has rarely explicitly examined the schools that meet both these criteria. We use administrative records and unique climate survey data from Georgia to examine how the intersecting roles of race, money, and school climate shape evolving teacher turnover patterns in rural schools. Findings suggest that while teacher mobility is generally less common in rural schools, considerable inequities exist within the rural space, with majority Black rural schools bearing far more of the brunt of rural teacher turnover. Among rural teachers, Black teachers have higher mobility rates—more likely to make inter-district moves and to exit rural settings for teaching opportunities in urban and suburban contexts. However, in majority-Black rural schools, higher salaries and school climate factors, such as relational climate and parental involvement, were strong predictors of retention, even after controlling for a rich set of covariates.

Time series data for the statistic Teacher attrition rate from secondary education, female (%) and country El Salvador. Indicator Definition:

Retention rates and headcounts of senior leaders in state funded primary or secondary schools at any teaching post within the same school phase.

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.

I downloaded this data from the ElSi (Elementary/Secondary Information System) tableGenerator hosted by the Institute of Educational Sciences' National Center for Education Statistics. ELSI tableGenerator

The cleaned, analysis-ready files are "finances_2001_2017.csv" and "pupils_fte_teachers_2001_2019.csv".

I am going to add graduation rate data. This is for an undergrad project on marijuana legalization and high school graduation rates.

Variable Definitions: "Total Expenditures (TE11+E4D+E7A1) per Pupil (MEMBR) [State Finance] This is the Total Expenditures (Digest) divided by the fall membership as reported in the state finance file. The Total Expenditures (Digest) is the subtotal of Direct State Support Expenditures for Private Schools (e4d), Debt Services Expenditures - Interest (e7a1) and Total Expenditures for Education (te11). These data are from the CCD National Public Education Financial Survey."

"Total revenues per student are the total revenues from all sources (tr) divided by the fall membership as reported in the state finance file. These data are from the CCD National Public Education Financial Survey."

"Full-Time Equivalent (FTE) Teachers [State] This is the total number of full-time equivalent teachers in a state as defined by the CCD State Nonfiscal Survey."

"Grades 9-12 Students [State] This is the number of students in a state who are enrolled in ninth grade through twelfth grade. These data are taken from the CCD State Nonfiscal survey."

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This data collection consists of four integrated surveys of public and private schools, administrators, and teachers in the United States. Part 1, the Teacher Demand and Shortage Survey, presents information on student enrollment, number of teachers, position vacancies, new hires, teacher salaries and incentives, and hiring and retirement policies. Part 2, the School Administrator Survey, includes information about training, experience, professional background, and job activities of school principals and headmasters. Part 3, the School Survey, provides 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 Part 4, the Teacher Survey, cover teacher education and training, teaching assignment, teaching experience, certification, teaching workload, perceptions and attitudes about teaching, job mobility, and workplace conditions. (Source: ICPSR, retrieved 07/19/2011) Note: This collection also contains a follow-up to the SASS teacher sample, to update data on teacher career patterns, attrition rates, and plans.

Despite growing concern over teachers’ ability to live comfortably where they work, we know little about the systematic relationship between affordability and teachers’ well-being, particularly in high-cost urban areas. We use novel survey data from San Francisco Unified School District to identify the patterns and prevalence of economic anxiety among teachers and assess how this anxiety predicts teachers’ attitudes, behaviors, and turnover. We find that San Francisco teachers have far higher levels of economic anxiety on average than a national sample of employed adults, and that younger teachers are particularly financially anxious. Furthermore, such anxiety predicts measures of job performance and teacher retention— economically anxious teachers tend to have more negative attitudes about their jobs, have worse attendance, and are 50% more likely to depart the district within 2 years after the survey.

Time series data for the statistic Teacher attrition rate from primary education, female (%) and country Sierra Leone. Indicator Definition:Number of female teachers who left the primary education system in year t+1, expressed as a percentage of female teachers in service in primary education system in year t. For more information, consult the UIS website: http://www.uis.unesco.org/Education/

Full and part-time teachers by year of gaining qualified teacher status, who were in service the following year and the percentage recorded in service in state funded schools in England in each year after.

Teacher Coaching Platforms Market Outlook

According to our latest research, the global teacher coaching platforms market size reached USD 2.1 billion in 2024, with robust momentum driven by the digital transformation of education and the increasing emphasis on continuous professional development for educators. The market is projected to grow at a compelling CAGR of 14.2% from 2025 to 2033, reaching an estimated USD 6.1 billion by 2033. This growth is primarily fueled by the rising adoption of technology-enabled learning solutions, increased investments in educational infrastructure, and the growing demand for personalized teacher development programs worldwide.

One of the major growth factors propelling the teacher coaching platforms market is the global shift toward digital education methodologies. As educational institutions and corporate organizations increasingly recognize the value of ongoing teacher training, there is a surging demand for scalable, data-driven platforms that facilitate personalized coaching and professional development. The integration of artificial intelligence and analytics into these platforms enables administrators to track progress, assess teaching efficacy, and tailor coaching interventions to the unique needs of each educator. This digital transformation not only enhances the quality of teaching but also supports educators in adapting to evolving curricula and pedagogical standards, thereby driving sustained market expansion.

Another significant driver is the growing emphasis on teacher retention and job satisfaction. High attrition rates among teachers, particularly in K-12 and higher education, have prompted school districts and universities to invest in comprehensive coaching and mentoring solutions. Teacher coaching platforms provide structured feedback, peer collaboration tools, and access to best practices, all of which contribute to a more supportive and engaging professional environment. As education systems worldwide grapple with teacher shortages and the need for rapid upskilling, these platforms are becoming indispensable for fostering a culture of continuous improvement and career growth among educators.

Furthermore, government initiatives and public-private partnerships are playing a pivotal role in accelerating the adoption of teacher coaching platforms. Many countries are implementing national digital education strategies and allocating substantial funding to enhance teacher training infrastructure. These initiatives often include mandates for technology integration, professional learning communities, and evidence-based instructional practices, all of which are facilitated by advanced coaching platforms. As a result, vendors are witnessing increased demand from both public and private educational sectors, further boosting the marketÂ’s growth trajectory.

From a regional perspective, North America currently dominates the teacher coaching platforms market, accounting for the largest share in 2024. This leadership is attributed to the regionÂ’s advanced digital infrastructure, high education technology adoption rates, and strong presence of leading platform providers. However, Asia Pacific is emerging as the fastest-growing region, driven by rapid digitalization in education, government-backed teacher training initiatives, and the expanding footprint of global and local edtech companies. Europe also presents significant growth opportunities, particularly in countries investing heavily in teacher professional development and digital transformation of educational institutions.

In addition to these advancements, Learning Habit Coaching Platforms are emerging as a crucial component in the educational technology landscape. These platforms are designed to foster effective learning habits among educators and students alike, promoting a culture of continuous improvement and self-directed learning. By integrating features such as goal setting, progress tracking, and personalized feedback, these platforms empower users to take charge of their learning journeys. As educational institutions strive to enhance teaching efficacy and student outcomes, the adoption of learning habit coaching platforms is expected to rise, complementing existing teacher coaching solutions and contributing to the overall growth of the edtech market.

Процент учителей с определенным уровнем образования, покидающих профессию в данном учебном году. Число выпускников рассчитывается путем вычитания числа учителей в году t из числа учителей в году t-1 и прибавления числа новых сотрудников, поступивших на работу в преподавательский состав в году t. Коэффициент выбытия - это количество выпускников, выраженное в процентах от общего числа преподавателей в год t-1. Высокое значение указывает на высокий уровень текучести преподавателей, который может негативно сказаться на обучении учащихся. Оценка и мониторинг выбытия учителей необходимы для обеспечения достаточного количества квалифицированных и хорошо подготовленных учителей, а также для их эффективного трудоустройства, поддержки и управления. Если учителя преподают в течение 30-40 лет, уровень выбытия будет значительно ниже 5%. Показатели отсева, превышающие 10%, указывают на то, что средняя продолжительность преподавательской карьеры составляет всего 10 лет. Для получения дополнительной информации посетите веб-сайт Института статистики ЮНЕСКО: http://www.uis.unesco.org/Education/ 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

OSPI is required per RCW 28A.300.615 to collect the following five pieces of information about substitute teachers who were hired at each district regardless of duration or frequency of employment per school year. The number of substitute teachers hired per school year; The number of hours worked by each substitute teacher; The number of substitute teachers that received benefits under the school employees' benefits board; The full daily compensation rate per substitute teacher; and The reason for hiring the substitute teacher. The following data displays summarize at the state, ESD, district, and local levels. They also include substitute teachers' demographics, years of teaching experience, and geographic location. These data will be used to better understand districts’ hiring and compensation for long-term and short-term staffing needs. It can also be used to analyze support and resource needs for effective hiring, support, development, and retention of substitute teachers. Important notes about this data display: These data were provided by districts from the previous school year Substitute teachers may work in more than one district and for more than one reason. Substitute teachers are counted once per district, per reason for hire. Not all districts have substitute teachers Not all districts responded to OSPI's request to fulfill the data collection

The widespread shortage of teachers highlights the urgent need to examine the factors influencing the attractiveness of the teaching profession. This issue is driven by high rates of early-career attrition, an ageing workforce, and a decline in candidates entering teacher education programs. Understanding the factors that make the profession appealing—or unappealing—has become essential for ensuring educational quality and equity. An integrative literature review was conducted to identify the key themes related to the attractiveness of the teaching profession, synthesizing evidence from multiple studies and highlighting research gaps. Findings reveal that teaching still attracts candidates driven by intrinsic motivations and social utility. However, external factors such as low salaries, challenging working conditions, and limited career progression remain significant deterrents. The social image of teaching, shaped by media and community perceptions, also influences career choices. The intersection of demographic shifts and educational policy changes highlights the complexity of addressing teacher shortages. Despite increased attention from policymakers, significant gaps remain, particularly in relation to interventions that reduce early-career attrition and support teacher retention. Future research should explore targeted strategies to support early-career teachers and examine the socio-economic factors that influence career decisions. Addressing these issues is critical to developing sustainable policies that enhance the attractiveness of the teaching profession and promote educational equity.