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.

Teacher Retention April 24, 2020 Topics: Teacher Perception, Teacher Retention, Teacher Dissatisfaction, Teacher Empowerment, Teaching Attitudes, Teacher Resilience

To cement the reality that there are data-supported issues that exist beyond the teacher, which result in teacher attrition and dissatisfaction within the field of education, the following are a few statistics that have driven our resolve and fueled the need for solutions: “Roughly half a million US teachers leave the profession each year -- a turnover rate of over 20% [Alliance for Excellent Education, 2014]” (Aguilar, 2018). “Teacher attrition among first-year teachers has increased about 40% in the past two decades (Ingersoll, Merrill, and Stuckey, 2014). A range of factors , such as morale, accountability, expectations, and salaries, certainly contribute to the attrition problems, but stress and poor management of stressors are also rated as a top reason why teachers leave the profession (Carver-Thomas and Darling-Hammond, 2017)” (Aguilar, 2018). “The rate of attrition is roughly 50 percent higher in poor schools than in wealthier ones” (Alliance for Excellent Education). “This [teacher attrition] rate is much higher in urban areas, in secondary classrooms, and in hard-to-staff content areas such as special education, math, science, and foreign languages (Carver-Thomas and Darling-Hammond, 2017)” (Aguilar, 2018). “It is estimated that teacher turnover costs school districts upwards of $2.2 billion per year (Alliance for excellent education, 2014) and the cost of replacing a teacher in an urban district exceeds $20,000 per teacher (Carver-Thomas and Darling-Hammond, 2017). For site administrators, turnover rates may be comparable, particularly in urban areas, but the data is not systematically collected as it is for teacher attrition” (Aguilar, 2018). “Of the 3,377,900 public school teachers who were teaching during the 2011–12 school year, 84 percent remained at the same school ("stayers"), 8 percent moved to a different school ("movers"), and 8 percent left the profession ("leavers") during the following year” (National Center for Education Statistics, 2014). “Among public school teachers with 1–3 years of experience, 80 percent stayed in their base-year school, 13 percent moved to another school, and 7 percent left teaching in 2012–13” (National Center for Education Statistics, 2014). “Among public school teacher movers, 59 percent moved from one public school to another public school in the same district, 38 percent moved from one public school district to another public school district, and 3 percent moved from a public school to a private school between 2011–12 and 2012–13” (National Center for Education Statistics, 2014).

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.

About TFSThis is a study of public and private school teachers in elementary and secondary schools and is part of the NTPS study, which collects information from U.S. elementary and secondary schools and their staff. Use this study to learn about teacher retention and attrition rates, characteristics of teachers who stayed in the teaching profession and those who changed professions or retired, activity and occupational information for those who left the position of a K-12 teacher, reasons for moving to a new school or leaving the K-12 teaching profession, and job satisfaction.Data OrganizationEach table has an associated excel and excel SE file, which are grouped together in a folder in the dataset (one folder per table). The folders are named based on the excel file names, as they were when downloaded from the National Center for Education Statistics (NCES) website.In the TFS folder, there is a catalog csv that provides a crosswalk between the folder names and the table titles.The documentation folder contains (1) codebooks for TFS generated in NCES datalabs, (2) questionnaires for TFS downloaded from the study website and (3) reports related to TFS found in the NCES resource library.

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.

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.

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.

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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.

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 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 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.

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.

ABSTRACT: This article tackles the health leaves from the basic education Teachers of the Public Education System of the State of Minas Gerais according to their legal employment contracts (either permanent or temporary designation), between 2016 and 2018. It is a study case carried out by means of document and quantitative research (descriptive analysis of data), as well as interviews. Curiously, the conclusion is that temporary teachers take fewer leaves than permanent teachers. However, their leaves are substantially longer. A fast analysis of this fact could deduce that, contrary to the early hypothesis of the study, the effective teachers fall ill more than the designated teachers. However, in this article, it is argued that this is, in fact, a strong indication that the designated teachers develop more severe illnesses than the effective teachers. In terms, this collaborates with the initial hypothesis of this study. The results indicate the development of illnesses in teachers performing their jobs and issue an important warning regarding the use of the temporary designation contracts, which was declared partially unconstitutional by the Supreme Court.

Nationally, many school districts are facing a teacher workforce sustainability crisis, and job retention for novice teachers of color represents a key area of focus for educational leaders and policymakers. In this study, we draw on nine years of administrative data from Texas K-12 public schools to better understand how teacher-principal ethnoracial matching is associated with patterns of teacher retention and system-exit. Teacher labor markets are geographically small, so we link data from the National Center for Education Statistics containing geographic locale information to explore how the relationship between ethnoracial matching and novice teacher career outcomes varies across urban, suburban, rural, and town school contexts. We find that matching is associated with an increase in the probability of retention and a decrease in the probability of system-exit, with important variation for novice Black and Latinx teachers working in some non-urban school locales.

1. Reference Year: 2022/20232. The source of the data is supplied by the Teacher Allocation section in the Department of Education3. The numbers of teachers, pupil teacher ratio (PTR) and class size are headline measures in the education system4. Data is reported on an academic year basis which starts in September of a year and finishes in June of the following year (First week of June for post-primary schools and last week of June for primary schools)5. Teacher numbers are based on allocations of teachers (whole time equivalents) each year and not actual persons (to avoid complications arising from job-sharing, leave cover and other factors)6. Post Leaving Certificate (PLC) teachers are not included in the number for teachers7. Mainstream teachers are defined as teachers who work in a mainstream school and are trained to teach certain education levels (junior infants – 6th class for primary school teachers; 1st year – 6th year for post-primary teachers) or a specific subject/s (just post-primary teachers) 8. Mainstream teaching teachers include teaching principals who teach a class in addition to their administrative duties9. Other teachers include special education teachers, English language support teachers, administrative principals, and Home School Community Liaison (HCSL) teachers, as well as any other full-time teaching staff10. The average class size is determined by the number of mainstream classroom teachers allocated for the total enrolment of pupils11. The pupil teacher ratio (PTR) accounts for all teachers, including mainstream and all other teachers which are allocated to schools12. All %'s are a ratio between 0 – 1

A survey of undergraduate students in England, covering their background, career intentions, sources of careers information, whether they have considered teaching and their views on teaching. The study has important implications for workforce planning in the civil service, and for human capital theory about the social determinants of people's choice of career. It is of interest to non-academic users: teachers' unions, the NCTL and teacher training agency. The findings will identify potential challenges and suggest areas that merit further investigation. The findings can also be seen as working towards a randomised controlled trial in a future project.

Understanding the complex determinants of teacher supply is important for effective workforce planning. The current teacher supply 'crisis' is expected to get worse. Despite the body of work in this area the issue has never been investigated in an integrated way, as this project will. We need to know why: demand for teachers has increased, teacher supply is not sufficient to meet demand and the Teacher Supply Model has failed to predict accurately the number of teachers needed, so that targeted and appropriate initiatives can be used. Teacher shortages are at least partly created by government policies as much as by the mere increase in school intake population. Policy measures, such as raising the education and training leaving age to 18, introduction of the English Baccalaureate, changes in admissions criteria to initial teacher training, caps on intake targets for the different routes into teacher training, the level and method of funding to schools, and the increase in number and diversity of schools, can all influence teacher demand and supply. Modelling cannot anticipate such changes years ahead and these factors are rarely considered in accounts of teacher recruitment and retention. Reanalysis of secondary data suggests that the recent historical patterns of teacher numbers are not closely related to the economic and employment cycles. Therefore, current financial incentives to increase teacher supply are not likely to be effective by themselves. We need to look at alternative approaches to understand why some people are attracted to teaching, and more importantly why some people are not. Much of the evidence so far has focused on the motivations of people who are already in teaching, ignoring those who are not in teaching or who have left. Understanding the reasons for non-participation is important for policy, and this requires a consideration of the motivations and the subjective opportunistic structure of those who do not consider, or even rejected, teaching as a career. This new study will:

1. Clarify the complex determinants of teacher demand and supply.
2. Identify people's intention to go into teaching, those who might consider teaching and those who are on other paths.
3. Characterise these intending, potential and non- teachers.
4. Understand all kinds of barriers to entering teaching.
5. Review the impact of policy initiatives to increase teacher supply.
6. Identify approaches that have the most promise of success.

This new study will use a combination of approaches to look at the issue holistically. We will reanalyze teacher data using various official and other sources, such as the School Workforce Census, DfE, HESA, National College for Teaching and Leadership (NCTL), School Teachers' Review Body, Graduate Teacher Training Registry as well as government reports from 1990 to 2018. We will look at the patterns of teacher demand and supply over time to establish the determinants of teacher supply and demand, and to see how education policies may have an effect on teacher demand and supply. We will review international studies to evaluate the impact of recruitment and retention policies to identify promising ones, giving greater weight to studies with a causal or quasi-experimental design. We will conduct a survey of undergraduates to gather information about their career decisions, plans and motivations. The results will supplement conclusions drawn from the secondary data reanalysis, as well as provide further insights into the impact of policy initiatives.

This study will have important implications for workforce planning in the civil service, and for human capital theory about the social determinants of people's choice of career. It will be of interest to non-academic users: teachers' unions, the NCTL and teacher training agency. Eight users,including the DfE and the Chartered College of Teaching, have confirmed support and expressed an urgency for an independent evaluation of the issue.