Nearly one in four US public school teachers say they are likely to leave their jobs within the next 12 months, as a troubling new survey reveals that many educators feel undervalued and unappreciated.
Just 35% of K-12 teachers believe they “matter a great deal” at their schools, while 19% say they feel they matter little or not at all, according to a new report released Wednesday by the Walton Family Foundation, Gallup, and the Mattering Institute.
The findings also highlight a strong connection between feeling undervalued and teacher burnout. Among educators who said they don’t feel valued, 68% reported experiencing frequent burnout, while fewer than half intended to remain in the teaching profession.
Meanwhile, teachers working at private, independent, and charter schools were significantly more likely to feel valued than their public school counterparts, underscoring a growing concern over teacher morale and retention in US public education.
Only about one-third of US public school teachers feel they “matter a great deal” at their schools, according to a new survey highlighting concerns about teacher satisfaction, burnout, and retention.
Special education teachers were more likely than educators teaching other subjects to report feeling highly valued in their schools.
Age also played a significant role in how teachers perceived their importance. Nearly half (47%) of educators aged 60 and older said they mattered a great deal, compared with just 31% to 34% of teachers in younger age groups.
The survey also revealed troubling signs for teacher retention, with one in four public school educators considering leaving their current positions within the next 12 months. Of those surveyed, 12% said they were very likely to leave, while another 13% said they were somewhat likely to do so.
Meanwhile, just over half (52%) of teachers said they intended to stay in the classroom until retirement. Another 12% said they did not plan to remain in the profession, while 24% were uncertain about their future in education.
The findings revealed a strong link between teachers’ sense of belonging and their long-term career plans. Educators who felt they genuinely mattered at their schools were significantly more likely to express a desire to remain in the teaching profession for the rest of their careers.
The survey also found a strong connection between teachers’ investment scores and their likelihood of leaving their jobs. Among educators with low investment scores, 41% said they were likely to leave, compared with 24% of those with moderate scores and just 12% of teachers with high scores.
“Too few of America’s K–12 educators feel they truly matter. But they also point to a path forward, with simple, research-backed practices that school leaders, parents and communities can use to help educators feel valued, supported, and able to see the difference they make,” Wallace said.
“The people who help our children know they matter deserve to know they matter, too,” she added.
