Survey Reveals Why 70% Of Early-Career Teachers Leave The Classroom The 74

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Lack of resources and preparation, low pay and working conditions such as issues with student behavior are the top reasons why nearly 70% of early-career teachers are on their way out of the classroom, according to a new survey from the Center for American Progress.

The studypublished Thursday by the left-leaning think tankpolled 309 K-12 teachers from 38 states and Washington, D.C., with fewer than five years of experience in February about educator retention.

The issues that have been driving teachers away have worsened in recent years, said Weadé James, one of the survey report’s authors.

“Teachers are expected to be all things to their students. Not just an instructor, but also a counselor … and then when you factor that into the changes we’ve seen in our economy — teachers cannot afford to live,” she said. “We’ve seen this issue become prominent in the last 10 or 15 years.”

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Nearly 70% of respondents said they have considered quitting or have already left their teaching job. When asked why, 77% said working conditions, including student behavior; 73% chose lack of support, such as professional development; and 69% said insufficient compensation. Other reasons included low student achievement and limited advancement opportunities.

While nearly two-thirds said they received resources or programming from their school during their initial year in the classroom, the majority still felt unprepared to properly teach English learners and students with disabilities.

“Many induction programs are one year,” James said. “You get that intensive support in your first year only, and (schools) neglect to recognize that new teachers are still developing and honing their skills through year five.”

About 80% of respondents said their induction programs included mentorship, and 78% said they received professional development. After their programs ended, teachers felt the most prepared to foster relationships with students, provide data-informed instruction and assess progress in learning.

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When it came to compensation, about 64% of teachers surveyed said they disagree or strongly disagree that their pay reflects their area’s cost of living. Only 16%said they are adequately paid for the work they do, while 15%said their salary is high enough to support their family.

Respondents were asked to rank policy issues in order of importance for improving early-career teacher retention. Their top three were pay, benefits and mental health support. Teachers surveyed also want access to affordable housing, high-quality professional development and career advancement.

The most popular solution to low pay, chosen by nearly half of respondents, was to increase salary floors for all positions. With the national average starting teacher salary at $46,526, many educators are making less than what they need to live comfortably in any state, according to the survey. Salary floor increases were approved this year in New Mexico, where teachers now make between $55,000 to $75,000, depending on their license.

Other suggestions for improving compensation included eliminating student debt, giving additional pay for performing extra duties and providing raises for teachers in hard-to-staff schools and subject areas.

Teachers surveyed said an increase in sick time would be the best employee benefit a school could offer. Respondents also wanted paid time off, lower health insurance costs, better insurance coverage, parental leave and a retirement account with employer contributions.

The survey found that teachers with access to paid maternity or parental leave were 11% less likely to consider quitting than those without either option.

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The most common suggestion about how to support teacher well-being was to include time off for mental health days in employee contracts. In 2022, Illinois passed a bill that allowed teachers to use sick time for mental health days.

Teachers surveyed said they also need mandated planning time during the day — a change that can improve working conditions, said report co-author Paige Shoemaker DeMio.

“When teachers don’t have enough time in their days to do other aspects of their job — planning for the instruction, grading, contacting parents, analyzing student data — that is really impactful on their working conditions,” she said. “It’s causing a lot of stress, and it’s also causing teachers to spend a lot of time outside of their day doing additional work.”

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