In August 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.

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.

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.

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ABSTRACT The intention to leave the profession is an important predictor of professional abandonment, with negative repercussions on the quality of teaching, school performance and community in general. The objective of the study was to identify the predictive power of occupational stressors for the tendency to drop out in teachers. A total of 376 municipal school teachers from a city in the metropolitan region of Porto Alegre participated in the study. As instruments of evaluation, a questionnaire of sociodemographic and labor data, a scale of evaluation of abandonment tendency and a questionnaire of occupational stressors were used. The results, obtained through the linear regression analysis, pointed out as predictors of professional abandonment the stressors multiplicity of roles to play, to reconcile work and leisure and the relationship with students. The study suggests possible interventions as preventive as well as indicates possibilities of new studies.

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.

This data collection, a revised version of SCHOOLS AND STAFFING SURVEY, 1990-1991 [UNITED STATES]: TEACHER FOLLOW-UP SURVEY, 1991-1992 (ICPSR 6317), is a follow-up to the Teacher Survey in SCHOOLS AND STAFFING SURVEY, 1990-1991 [UNITED STATES]: REVISED VERSION (ICPSR 2745). The Teacher Follow-Up Survey was designed to update data on teacher career patterns and plans and to determine attrition rates. It queried a subsample of teachers in the profession during the school year 1990-1991 and had two components: teachers who left the teaching profession between the school years 1990-1991 and 1991-1992 (former teachers) and teachers who remained in the profession (current teachers). 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. Data are also available on teachers who remained in the teaching profession but moved to different schools (movers).

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.

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.

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 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.

This survey is a followup to the Teacher Survey from SCHOOLS AND STAFFING SURVEY, 1990-1991: UNITED STATES and is the fifth component of the Schools and Staffing Survey (SASS), conducted one year after the base-year data collection. The 1991-1992 Teacher Followup Survey (TFS), designed to update data on teacher career patterns and plans and to determine attrition rates, queried a subsample of teachers in the profession during the school year 1990-1991 and had two components: teachers who left the teaching profession between the school years 1990-1991 and 1991-1992 (former teachers) and teachers who remained in the profession (current teachers). 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. Data are also available on teachers who remained in the teaching profession but moved to different schools (movers).

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 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 https://nces.ed.gov/surveys/sass/dataproducts.asp. 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.

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 dataset was generated for the study “Why Do Teachers Want to Leave? A Predictive Study of Turnover Intentions Using Random Forests.” It contains survey data collected from 830 primary and lower secondary school teachers across 44 schools. The dataset includes measures of job demands, job resources, personal resources, and proximal outcomes, along with sociodemographic variables. These data were analyzed using random forest models to identify key predictors of teachers’ turnover intentions. The repository also provides the R analysis code used for data preprocessing, model training and evaluation, and figure generation.

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/

The purpose of this data collection was to identify the patterns by which teachers become certified, enter teaching, leave teaching, and return to teaching and to identify the extent to which these patterns are related to race, sex, age, subject specialty, test scores, salary, and district characteristics. Variables include information on career histories, NTE scores, subject area training and specialization, individual salary data, school district demographics, teacher certification and entry into the system, attrition, career interruption, and interdistrict mobility.

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.