Teachers who stayed had received more supports and professional development opportunities than teachers who quit: Shares of staying and quitting teachers who reported that they felt well prepared and received the listed supports and opportunities in the previous year
| Stayed | Quit | |
|---|---|---|
| Was assigned a mentor | 77.0% | 69.2% |
| Participated in teacher induction programs | 85.9% | 80.0% |
| Felt well prepared to handle classroom and discipline | 20.3% | 16.0% |
| Felt well prepared to use a variety of instructional methods | 23.6% | 20.5% |
| Was given scheduled time for PD | 78.8% | 78.3% |
| Was given subject-specific PD | 85.4% | 82.3% |
| Found subject-specific PD very useful | 27.4% | 19.5% |
| Experienced great cooperation | 38.7% | 33.9% |
| Participated in setting curriculum | 21.8% | 17.8% |
| Had a say in what they taught in class | 28.6% | 25.4% |
Notes: 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. “Staying” teachers are those whose status in 2012–2013 is “Teaching in this school.” “Quitting” teachers 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 figure 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 1–7 and Figure B 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