Why Are Teachers Leaving Our Classrooms

WhyAreTeachersLeavingOur Classrooms?

Inthe2023-2024academicyear,U.S.publicelementaryandsecondaryschools employedabout3,842,997instructionalstaff(i.e.teachersetc.)accordingto projections.Ifby“instructors”youmeantallteacherspublicandprivateinK-12, thenumberisapproximately4to4.1million (source: https://www.thinkimpact.com/how-many-teachers-in-the-us/).

InFebruary2024,theU.S.BureauofLaborStatistics(viaNCES/JOLTS)reported thatabout56,000quitsinpublicstateandlocaleducationhappenedthatmonth alone (source: https://nces.ed.gov/national-center-education-statisticsnces/blogs). Asurveyreportedthatin2023around51,000educators(teachers andothereducationalstaff)quittheirjobsintheU.S. (source: https://www.devlinpeck.com/content/teacher-shortage-statistics). Another sourceestimatedthatfrom2020through2022,some2.6millioneducatorsand staffhadquitpubliceducationjobs(K-12andhighereducation)duringthe

pandemicperiod.Bytheendofthatyear,almostone-thirdoftheinstructors wereintransition,eitherstartingatanewschoolwithnewcoworkersand childrenorgettingreadytoleavetheirexistingone.Whetherinstructorsleave foranotherschoolacrosstownorquitteachingentirely,thedailyrealityfora schoollosingstaffatthisrateisthesame:thecoherence,continuity,and communitythatareessentialtosuccessfulschoolsaredisrupted.Becauseofthis frequentworkerturnover,schoolmanagersareconstantlylookingfornewhires.

Aspeopledeparttostartfamiliesorseekbetterjobopportunities,someturnover istobeexpected.However,whenturnoverrevitalizesorganizations,particularlyif thosedepartinghavenotbeenproductive,itcanbebeneficial.However,high teacherturnoverplacesaheavyfinancialburdenonourschools,especiallyinlowincomeurbanandruralpopulations.

Thecostofturnoverissomethingwecanandshouldquantify.First,ifweareto increaseteacherretentionratesandfosterhigh-qualityteachingandlearning,a realisticanalysisofhighturnoverwouldprobablyindicatethatasignificantpublic investmentintuitionandtaxsupportforteacherpreparationisbeing underminedbyapersistentdisregardforschoolconditionsthatcould—andin fact,must—beimproved.

Thecostofturnoverattheschooldistrictlevelmustalsobequantified.The annualfinancialcostofputtingourinstructorsthroughthiscycleisenormous, accordingtopreliminarycalculations.Forinstance,thetotalannualcostof teacherturnoverforAmericanschooldistrictsisnotasinglefigurebutvariesby districtsize,withtheLearningPolicyInstituteestimatingper-teacherreplacement costsof$11,860forsmalldistricts,$16,450formediumdistricts,and$24,930for largedistrictsasof2024.Thesecostsareincurredfromseparation,recruiting, hiring,andtrainingnewteachersandsignificantlyimpactbudgets,withprevious estimatesplacingthenationalcostatover$7billionannually (source: https://learningpolicyinstitute.org/product/2024-whats-cost-teacher-turnover).

Wepresentthesedataasachallenge:Theactualcostsofteacherattritionand turnoverneedtobepreciselytrackedandevaluatedbyeachstateanddistrict.It isnolongeracceptabletoconsiderhighattritionandturnovertobetypical operatingexpenses.

Strongschoolsarecharacterizedbyafeelingofcommunity,continuity,and coherence,allofwhichareseverelyweakenedbyhighturnover.Thismakesit

moredifficulttoestablishandmaintainprofessionalteachingcommunitiesinour schools.Thegoodsenseofcommunityamongfamilies,teachers,andstudents— whicheducationspecialistshavelongconsideredtobeoneofthemostsignificant markersandcharacteristicsofsuccessfulschools—couldbegravelyundermined bysuchsubstantialflow-through.

Nottomentionthatschoolimprovementsareunderminedinhighturnover schoolsbytheincapacitytomaintainrobustlearningcommunities.Thislosshas notyetbeenquantified,yethighteacherturnoverrateswipeoutsignificant investmentsininstructionalprogress.Whenteachersleaveschoolsbefore innovationscanbecomeingrained,theydeprivethemofthecrucialcapacityto maintainschooldevelopment.Thisisparticularlytrueinstrugglingschools, whereapersistentfeelingof"notyet"canresultineverythingfrom discouragementtooutrightskepticismaboutimprovements.

Highteacherturnoverhasthemostdetrimentaleffectsonstudentsuccessand instructionalquality.Itisfrequentlydiscoveredthatmoreseasonedteachersare noticeablymoresuccessfulthaninexperiencedones,definedasthosewithless thantwotothreeyearsofexpertise.Forinstance,accordingtoresearchbythe AmericanAssociationofSchoolAdministrators, "thevastmajorityofhighschool principalsareconvincedthatteacherexperiencematters."Moreexperienced instructorsintheirschoolshadgreaterexpertiseincurriculum,assessment,and instruction.Thefinancialandhumanresourcesofschoolsaredrainedby concentrationsofunskilledandunderpreparedinstructors.Feeling"lostatsea," newteachersareplacedinschoolswithhighturnoverandfewpossibilitiesfor mentorshipbymoreexperiencededucators.

Whileaprecise,recentpercentageofformerAmericanteacherswhowould choosetoteachagainisn'tdirectlyavailable,trendsshowdecliningmoraleanda decreasedlikelihoodofrecommendingtheprofession.A2024EdChoicesurvey foundonly15%ofcurrentteacherswouldrecommendteachingtoafriendor familymember,asignificantdropfrompastyears,indicatingnegativesentiment thatlikelyextendstoformerteachers.AGalluppollfound75%ofcurrentU.S.K12teacherssaytheywouldstilldecidetobeteachersiftheyhadtodoitover again (source: https://news.gallup.com/poll/231572/teachers-consider-careerchange-safety-fears.aspx). AndasurveybyMerrimackCollege/EdWeekfound 46%ofK-12educatorssaidthey'dbe“fairly”or“verylikely”tochooseteaching again (source: https://penncapital-star.com/education/survey-less-than-half-ofu-s-teachers-say-theyd-tell-younger-selves-to-enter-profession/).

Withoutseeingthebenefitsofincreasedstudentaccomplishment,schoolswith highteacherturnovermustconstantlyinvestinhiringnewteachersandproviding themwithprofessionaldevelopment.Thedemandsofboththeirstudents'and theircolleagues'requirementsfeelliketheyareoverwhelmingothereducators, especiallythehandfulwhocouldactasmentors.Fundsareusedannuallyto reteachnewinstructorsthefundamentalsofeducationalpractice,whofartoo frequentlydepartbeforetheyareproficient,ratherthanformuch-needed academicadvances.Ourmosttroublesomeschoolscontinuetosufferbecause teacherswhoprofitfromlow-performingschools'staff-developmentinitiatives eitherquittheirjobsorgoontomore"desirable"teachingpositionsinmore affluentcommunities.

Thestudentswiththelowestincomessufferthemost,asiscustomary.Foryoung people,lifemustbestable.Children'semotionalandsocialdevelopmentis negativelyimpactedwhenschoolpersonnelchangefrequently.Studentsuccess andteachingqualityarebeingnegativelyimpactedbyhighteacherturnoverin low-incomeurbanandruralregions.Largeurbanschoolswiththehighest proportionsofminorityandimpoverishedstudentsalsotendtohavethehighest turnoverrates;theseschoolsalsohavethehighestproportionsoffirst-year teachers,teacherswithfewerthanfiveyearsofexperience,andveteran accomplishedteachers.Forinstance,inCalifornia,schoolswithsignificant minorityandlow-incomestudentpopulationsarefrequentlystaffedwithmore underqualifiedinstructors.

Aboutaquarterofhighschoolstudentsandoverhalfofmiddleschoolstudentsin thecountryarebeingtaughtcore academicsubjects byteacherswhoareeither uncertifiedinthosesubjects,didnotmajorinthemincollege,orboth.For example,~¼ofstudentstakinghighschoolEnglishclassesweretaughtby teacherswithoutamajororminorinEnglish.Formathematics,aboutone-quarter ofstudents(inthoseyears)weretaughtbyteacherswhodidnothaveamajoror minorinmathematicsormathematicseducation (source: https://nces.ed.gov/pubs/web/96040.asp). About26%ofsecondary‐level scienceandmathstudentsinpublicschoolsweretaughtbyteacherswhodidnot havebothasubjectmajorand/orstate“in-field”certification.Mostreportstalk about“out-of-field”(missingsubjectexpertise)ratherthanstrictly“uncertified” (i.e.lackingformalcredential/licensure).Oncemore,thisout-of-fieldteaching trendismoreprevalentinlow-incomeareas.“Uncertified”isastrongterm— manyteachersmayhavecertification,butnotinthespecificsubject;ormayhave

degrees/majorsnotwellalignedwithwhattheyteach.Thedistinctionmatters: lackingsubject‐matterpreparationisdifferentfromhavingzerocertification.

Toofrequently,teachersintheseinstitutionsareviewedasinterchangeable componentsthatmaybemovedfromoneteachingpositiontoanother.Children withthehighestlearningrequirementswillprobablybetaughtbyinexperienced teachersyearafteryearintheseconditions.

Simplyput,theenvironmentintheseinstitutionsdoesnotsupporthigh-quality instruction.Forinstance,accordingtoa California survey,teachersinlowincome,high-minorityschoolsreportmuchworseworkingconditions,suchas largerclasssizes,feweradministrativesupportservices,lessaccesstotextbooks andsupplies,andsubparfacilities.Teachersarealsomuchmorelikelytosaythey intendtoleaveaschoolsoonasaresultoftheseunfavorableworkingconditions. Alaterexaminationofthesedataverifiedthatschoolworkingconditionsandpay scaleshadagreaterimpactonturnoverissuesthandothecharacteristicsofthe studentsattendingtheseinstitutions.

Becausetheirteacher'sdeparturecreatesatrueno-winsituationforthem,pupils inlow-incomeandhigh-minorityschoolsaremostadverselyimpactedbyhigh turnover.Theyarecompelledtoattendclassesgivenbythemostrecent inexperiencedsubstituteorreplacementafterlosingtheirteacher,despitethe factthattheirprospectsofreceivingatop-notcheducationaredwindlingevery day.Childrenwhohadtheleasteffectiveinstructorsforthreeconsecutiveyears showedscholasticsuccessimprovementsthatwere54%lessthanthoseof childrenwhohadthemosteffectiveteachersforthreeconsecutiveyears.The implicationisthatteachingqualitymatters—itmattersalot.Studentswhoare unluckyenoughtohavemultipleunsatisfactoryprofessorsinasuccessionhavea verypoorchanceofsucceeding.

Theongoingstaffturnoverinourschoolshassignificantconsequenceswhen consideredcollectivelyandatalllevels.Becauseofthis,fartoomanyschoolsare inadownwardspiralthatlowerstheaspirationsofourchildrenandstaff.It's criticaltofigureouthowtogetoutofthistailspin.Strongerinitiativestoretain andcompensateourcurrentteachersmustbebalancedwithoureffortsto prepareandrecruitnewteachers.Theonlywaytokeeptherevolvingdoor spinningistosimplyreplacethosewhodepartwithtemporarysolutions.

Untilthecountryaddressestheunderlyingcausesofexcessiveteacherturnover, itwillnotbeabletosuccessfullyaddresstheteacherretentioncrisis:

-Conditionsforinstruction:Educationalinstitutionsmustbesetuptoprovide high-qualityinstructioninprofessionallearningcommunities.

-Teacherpreparation:Toguaranteequality,allteachersmustbeproperlytrained andlicensed.

- Teaching asaprofession:compensationandcompensationsystemsthat acknowledgeteachersasprofessionalsmustbedesignedinordertoreward careerroutesforinstructorsfrominductiontocompletedteaching.

Wemustaddressthereasonsbehindhighattritionandturnoverifweareto addresstheteacherretentionchallenge.Teachers'motivesforleavingaschool areinfluencedbyavarietyoffactors.Bothpayandworkingcircumstancesare importantfactorsinteachersquitting,albeittherelativeweightofthesefactors variesbasedontheexperiencesoftheindividualteacher.Forinstance,teachers leavinglow-incomeschools,whereworkingconditionsarefrequentlymore stressful,aremorelikelytoreportissuesincludinginadequatetime,classroom intrusions,lackofinfluence,andpooradministrativesupport.Teachersleaving moreaffluentinstitutionsmentionsalariesalittlemorefrequently.

Effectivesupervisedintroductionandhigh-qualityteacherpreparationalsohave animpact.Asenseoffailureandearlyburnoutareoftentheresultsofstrategies thateschewrigorousacademicpreparation,studentteaching,andthe mentorshipthatallowsrecruitstogainknowledgefromexperiencedveterans.It isfrequentlypenny-wiseandpound-foolishtotakearecruitmentstrategythat prioritizeseaseofentranceabovethoroughpreparation.Itacceleratesthe revolvingdoorandjeopardizesaschool'scapacitytoretainasteadyfaculty. Actually,comparedtotheirmorepreparedpeers,newteacherswhohavenot participatedinrobustteacherpreparationprogramshavetwiceashighturnover rates.

Additionally,thereisgrowingevidencethatcreatingfulfillingcareerpathways thatpromoteprofessionalrecognitionandrewardsforsuccessfulteachersand startwithguidedinductionbyknowledgeablecolleaguesimprovesteaching qualityandteacherretention.

Thereisn'tasingleuniformsetofworkingconditionsstandardsforschoolsthat applieseverywhereintheU.S.,becausemuchdependsonstatelaw,localdistrict policies,andwhetheraschoolispublic,private,ortribal.Buttherearemany federallaws,regulatoryframeworks,andguidelinesthatsetminimum requirements.

KeyFederalLaws&Regulations:

1)OccupationalSafetyandHealthAct(OSHAct), Source: https://www.osha.gov/indoor-air-quality/schools. Generally,requiresworkplaces(includingschools,inmanycases)tobefreefrom recognizedhazardsthatcouldcausedeathorseriousharm.Thatincludessafety ofclassrooms,labs,maintenanceareas,etc.

-Indoorairqualityisspecificallyregulatedunderguidance(e.g.EPA,OSHA)to ensureventilation,absenceofmold,etc.

-HazardslikeextremeheatmustbeaddressedunderOSHAorapplicablestatelevelplans.

2)FairLaborStandardsAct(FLSA), Source: https://www.congress.gov/crsproduct/R42713

Coverswages,minimumwage,overtime,andchildlabor.Itlimitshowmany hoursminorscanwork,whatjobsareconsideredhazardous,etc.Forschool employees,thismayapplytonon-instructionalstafforotheremployees.

3)Family&MedicalLeaveAct(FMLA), Source: https://www.law.cornell.edu/cfr/text/29/825.600

Specialrulesapplyforschoolemployees,especiallyintermsofeligibilityandthe numberofrequiredemployees.Schoolboards/localeducationagenciesare consideredunderFMLAdefinitionsincertaincircumstances.

4)AsbestosHazardEmergencyResponseAct(AHERA), Source: https://en.wikipedia.org/wiki/Asbestos_Hazard_Emergency_Response_Act

Thismandatesschoolstoinspectforasbestos-containingmaterials,develop managementplans,andperformabatementorresponseactionstoreduce exposureinschoolbuildings.

5)StatePlans&LocalLaws

StatesoftenhaveOSHA-approvedplansortheirownsafetyregulations.They mightsetadditionalstandards(e.g.fortemperatureinclassrooms,building codes,teacher-studentratios,etc.).Localdistrictsmayalsohavenegotiated contractswithteachersthataddworkingconditionslikepreptime,workload, classsize,etc.

WorkingConditionsAspectsTypicallyCovered

Herearesomeofthemainareasthat“workingconditions”forschoolstendto include:

-Physicalenvironment:Clean,safebuildings;lighting; ventilation andairquality; heating/cooling;absenceofhazardousmaterials(asbestos,lead,mold,etc.);safe furniture,playgrounds.

-Healthandsafety:Firesafety,emergencyexits,chemicalsafety(e.g.labs),safe maintenancepractices,protectivegearifneeded.Also,policiesaroundinfectious diseases.

-Hours,workload,scheduling:Teacherprepperiods;maximumteachingloads; dutyfreelunch/recesscoverage;limitsonworkingbeyondcontractedhours unlesscompensated.Fornon-teachers,rulesaboutovertime,restbreaks,etc.

-Childlaborprotections(forminorsworking):Ifstudentsareemployedinsome capacity(work-study,studentaides)therearelimitsonhowmanyhours,what workispermitted,whetheritoccursduringschoolhours,etc.

-Compensationandbenefits:Pay(includingminimumwage,overtimewhere applicable),leave(sick,medical,maternity/paternity),retirementbenefits, insurance.

-Contractualandcollectivebargainingprotections:Policiesaroundteacher contracts,non-renewal,dismissal,collectivebargainingrights,duenotice,etc.

-Workplacepoliciesandfairtreatment:Non-discriminationlaws,harassment policies,accommodationsfordisabilities,equalopportunity,etc.

Inadditiontolegalminimums,thereareguidelinesandstandardsthatmany schoolsfollowtopromotebetterconditions,sometimesrequiredbystatelawor accreditationbodies,ornegotiatedbyteacherunions.Thesecaninclude:

-Classsizelimits(e.g.maximumnumberofstudentsperteacher).

-Minimumtimeforlessonplanning/preparation.

-Non-instructionaldutieslimits(howmuchtimeteachersspendonadministrative tasks,supervision,etc.).

-Safetydrills(fire,lockdown,emergency).

-Accesstoprofessionaldevelopment.

WorkingconditionsareoneofthestrongestfactorsshapingU.S.teachers'job satisfaction.Researchshowsthatteachers'feelingsabouttheirworkarenotonly aboutpayorworkloadbutalsoabouttheschoolenvironment, leadership,and resources.Here'sabreakdown:

KeyWaysWorkingConditionsAffectTeacherSatisfaction

1)Workload&AdministrativeTasks

-Heavyworkloads,largeclasssizes,andexcessivepaperworkreducesatisfaction.

-Teachersoftenspendlonghoursoutsidetheclassroom(grading,planning, mandatedreporting),whichcontributestostressandburnout.

-Whenworkloadsaremanageable,teachersreportmoreenthusiasmand commitment.

2)SupportiveLeadership

-Principalsandadministratorswhoareresponsive,transparent,andsupportive boostmorale.

-Lackofautonomyorpoorcommunicationfromleadershipisamajordriverof dissatisfaction.

-Teachersaremoresatisfiedwhentheyfeeltrustedtomakeinstructional decisions.

3)CollegialRelationships

-Collaborationwithcolleaguesimprovesjobsatisfaction.

-Toxicorcompetitiveenvironmentslowersatisfactionandincreaseturnover.

-Strongprofessionalcommunities(mentoring,peersupport)helpteachers persist.

4)StudentBehaviorandSafety

-Teachersinschoolswithhighlevelsofdisruption,disciplineissues,orsafety concernsoftenreportlowersatisfaction.

-Cleardisciplinepoliciesandsupportfromadministratorsimproveconditionsand joboutlook.

5)ResourcesandInfrastructure

-Adequateteachingmaterials,technology,andclassroomresourcesreduce stress.

-Lackofsuppliesforcesteacherstospendtheirownmoney,whicherodes satisfaction.

-Facilities(heating/cooling,safety,cleanliness)alsoaffectdailywell-being.

6)ProfessionalDevelopmentandGrowth

-Accesstohigh-qualitytrainingandcareeradvancementopportunitiesincreases motivation.

-Whenprofessionaldevelopmentispoorlydesignedorirrelevant,teachersfeel undervalued.

7)Work-LifeBalance

-Teachingoftenextendsbeyondschoolhours,interferingwithpersonaltime.

-Schoolsthatrespectboundaries(flexiblescheduling,realisticexpectations)see highersatisfaction.

ResearchFindings

-RAND(2022):StressisthemostcommonreasonU.S.teachersleavethe profession;poorworkingconditionsaremoredecisivethanpayalone (source: https://www.rand.org/pubs/research_reports/RRA1121-2.html).

-LearningPolicyInstitute:Teacherretentionimprovessignificantlyinschoolswith supportiveworkingconditions,especiallystrongleadershipandcollaboration (source: https://learningpolicyinstitute.org/product/leandro-teaching-andlearning-conditions-brief).

-MetLifeSurveyoftheAmericanTeacher:Decliningsatisfactionoverthelast decadehasbeenstronglylinkedtoheavierworkloadsandreducedautonomy (source: https://eric.ed.gov/?id=ED519278&q=met+life+teacher+surveys).

Americanteachers'jobsatisfactionisdeeplytiedtoworkingconditions— especiallyleadershipsupport,manageableworkloads,schoolclimate,andaccess toresources.Improvingtheseareascanincreaseteacherretentionandmakethe professionmoresustainable.

Theresultsofthepolls,whicharestillbeingexaminedatthetimeofwriting, unequivocallysupportalong-standingworryamongeducators:theydonothave enoughtimetocompletetheirwork,prepare,andcollaborate.Thestatewide datahassomeclearimplications,buttherearealsoalotofspecificareaswhere individualschoolsandsystemscanfocustheirresourcestoenhanceteacher workingconditions.

JeffPalmer isateacher,successcoach,trainer,CertifiedMasterofWeb Copywritingandfounderof https://EbookACE.com.Jeffisaprolificwriter,Senior ResearchAssociateandInfopreneurhavingwrittenmanyeBooks,articlesand specialreports.

Source: https://ebookace.com/why-are-teachers-leaving-our-classrooms/