Teachers who quit had higher rates of negative school climate indicators: Shares of staying and quitting teachers who reported the given indicator in the previous year
| Stayed | Quit | |
|---|---|---|
| Parents struggle to be involved | 24.1% | 28.9% |
| Students are not prepared to learn | 29.4% | 39.0% |
| Stress and disappointments outweigh positives | 3.6% | 12.5% |
| Staff cooperation is not great | 61.3% | 66.1% |
| No significant role in setting curriculum | 78.2% | 82.2% |
| No significant say over what I teach in class | 71.4% | 74.6% |
| Not fully satisfied with teaching here | 43.4% | 60.5% |
| Plan to quit teaching at some point | 21.4% | 45.1% |
Note: Data are for teachers in public noncharter schools. Teaching status is determined by the reported status of teachers in the Teacher Follow-up Survey conducted for the 2012–2013 school year, one year after the Schools and Staffing Survey. Teachers who stay at the same school are teachers whose status the year after is “Teaching in this school.” Teachers who left teaching are those who generated a vacancy in the 2012–2013 school year and are not in the profession (they left teaching, were on long-term leave, or were deceased). Not included in the table are teachers who generated a vacancy in the school year but remained in the profession (i.e., left to teach in another school or were on short-term leave and planned to return to the school). See notes to Tables 1–6, and Figure A for full definitions of the given indicators.
Source: 2011–2012 Schools and Staffing Survey (SASS) and 2012–2013 Teacher Follow-up Survey (TFS) microdata from the U.S. Department of Education's National Center for Education Statistics