Job-Related Stress Threatens the Teacher Supply: Key Findings from the 2021 State of the U.S. Teacher Survey

doi:10.7249/rra1108-1

“…Teaching has always been a difficult job and attrition was an issue prior to the COVID-19 pandemic, with over half of teachers leaving the profession within their first five years (Ingersoll et al, 2014;Ryan et al, 2017). During the 2020-2021 school year, studies found that between 25% and 55% of teachers considered leaving their job (Jotkoff, 2022;Marshall et al, 2022a;Steiner & Woo, 2021). By the conclusion of the 2021-2022 school year, about three-fourths of teachers reported considering leaving the profession (Ayapong et al, 2022;Marshall et al, 2022b).…”

Section: Teacher Burnoutmentioning

confidence: 99%

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

Marshall¹,

Neugebauer²,

Pressley³

et al. 2023

Preprint

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Teachers have faced a range of challenges over the past two years. Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools, including charter and private schools. Less is known about the experiences of teachers in these alternatives. This study explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently across school types. We surveyed teachers nationwide (n=798) in May 2022 to better understand their experiences. Three linear regression models were tested. Results suggested that teacher autonomy and administrative support significantly predict each of our three outcome variables. Private school teachers experienced greater job satisfaction than traditional public school teachers. Private and charter school teachers reported greater morale than traditional public school teachers. Teachers experienced burnout similarly across sectors, and teaching in a magnet school was not a significant predictor in any of the models tested.

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“…Consistent with the hypothesis, our results indicate that teachers of color report higher intentions to transfer and quit compared to White teachers. Given that one third of teachers of color across the nation have reported being the recipients of some type of discrimination (Steiner et al, 2022), it is not surprising that these teachers consistently report worse mental health (K. Ferguson et al, 2022;Steiner et al, 2022;Steiner & Woo, 2021) and greater intentions to leave their jobs (Carver-Thomas et al, 2021;EdWeek Research Center, 2022;NEA & GBAO Strategies, 2022;Steiner & Woo, 2021). Black teachers and teachers working in underresourced urban schools may face higher levels of workplace stressors (Dixon et al, 2019) and often have more work-related demands, such as expectations to spend more of their time on noninstructional duties in addition to their classroom teaching responsibilities (EdWeek Research Center, 2022).…”

Section: Teacher and School Characteristicsmentioning

confidence: 99%

“…However, turnover varies across teachers, and demographic differences in intentions to transfer schools or quit the profession are also important to consider. Several studies have found that Black and Latinx teachers report disproportionately high intentions of transferring schools or quitting the profession (e.g., Carver-Thomas et al, 2021; NEA & GBAO Strategies, 2022; Steiner et al, 2022; Steiner & Woo, 2021). In addition, women and midcareer teachers may be more likely to report intentions to leave the profession (EdWeek Research Center, 2022).…”

Section: Teacher Anxiety and Stressmentioning

confidence: 99%

Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit.

McMahon,

Swenski,

Bare

et al. 2023

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Teacher well-being and experiences of violence have become issues of national concern, and teacher shortages have increased since the onset of COVID-19. In this national study, we examined verbal and physical violence against teachers from multiple aggressors and the role of anxiety and stress in predicting intentions to transfer positions or quit the profession. The majority of the sample of 9,370 pre-Kindergarten–12th grade teachers was White (79%) and female (79%). Descriptive analyses revealed that 25% of teachers reported intentions to transfer schools and 43% of teachers reported intentions to quit teaching. Structural equation model results indicated pre-COVID-19 verbal and threatening violence from students, parents, colleagues, and administrators predicted teacher anxiety and stress and intentions to transfer schools (R2 ranged from .18 to .23) and quit the profession during COVID-19 (R2 ranged from .34 to .36). Anxiety and stress significantly mediated the relation between verbal and threatening violence across all aggressors and teacher intentions to transfer schools and quit the profession. Physical violence from certain aggressors predicted anxiety and stress and intention to transfer schools (R2 ranged from .15 to .18) and quit the profession (R2 ranged from .32 to .34). Further, teacher and school characteristics, such as identifying as a person of color and teaching at the middle and high school levels, were associated with greater intentions to transfer schools and quit the profession. Implications for school-based research, practice, and policy are discussed to address violence and promote positive work and learning environments for all school stakeholders.

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“…Teaching has always been a difficult job and attrition was an issue prior to the COVID-19 pandemic, with over half of teachers leaving the profession within their first five years (Ingersoll et al, 2014;Ryan et al, 2017). During the 2020-2021 school year, studies found that between 25% and 55% of teachers considered leaving their job (Jotkoff, 2022;Marshall et al, 2022a;Steiner & Woo, 2021). By the conclusion of the 2021-2022 school year, about three-fourths of teachers reported considering leaving the profession (Ayapong et al, 2022;Marshall et al, 2022b).…”

Section: Teacher Burnoutmentioning

confidence: 99%

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

Marshall

¹

,

Neugebauer

²

,

Pressley

³

et al. 2023

Journal of School Choice

0

View full text Add to dashboard Cite

Teachers have faced a range of challenges over the past two years. Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools, including charter and private schools. Less is known about the experiences of teachers in these alternatives. This study explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently across school types. We surveyed teachers nationwide (n=798) in May 2022 to better understand their experiences. Three linear regression models were tested. Results suggested that teacher autonomy and administrative support significantly predict each of our three outcome variables. Private school teachers experienced greater job satisfaction than traditional public school teachers. Private and charter school teachers reported greater morale than traditional public school teachers. Teachers experienced burnout similarly across sectors, and teaching in a magnet school was not a significant predictor in any of the models tested.

show abstract

Job-Related Stress Threatens the Teacher Supply: Key Findings from the 2021 State of the U.S. Teacher Survey

Cited by 19 publications

References 11 publications

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit.

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

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