New Data on Attrition and Mobility of Teachers in Public and Private K–12 Schools
From the Teacher Follow-up Survey to the National Teacher and Principal Survey
New data provides attrition and mobility information about teachers in public and private K-12 schools during the 2021–22 school year.
The National Center for Education Statistics released a new report, Teacher Attrition and Mobility. Results From the 2021–22 Teacher Follow-up Survey to the National Teacher and Principal Survey (NCES 2023-058). The report provides new information about attrition and mobility of teachers in public and private K–12 schools including the following:
- Among public school teachers who were teaching during the 2020–21 school year, 84% remained at the same school during the 2021–22 school year (“stayers”), 8% moved to a different school (“movers”), and 8% left the teaching profession (“leavers”). Among private school teachers who were teaching during the 2020–21 school year, 82% remained at the same school during the 2021–22 school year (“stayers”), 6% moved to a different school (“movers”), and 12% left the teaching profession (“leavers”) (table A-1).
- Among teachers in 2020–21 who moved to another school for the 2021–22 school year, 19% of public school teachers and 16% of private school teachers changed schools involuntarily. Among teachers in 2020–21 who were no longer teaching in the 2021–22 school year, 3% of public school teachers and 9% of private school teachers left teaching involuntarily (table A-5).
- Among teachers in 2020–21 who voluntarily moved to another school for the 2021–22 school year, 20% indicated that their most important reason for moving was because they wanted a job that was more conveniently located or because they had moved, 10% indicated that their most important reason was that they wanted the opportunity to teach at their current school, and 9% indicated that their most important reason for moving was because they wanted or needed a higher salary. In addition, 6% of teachers indicated that their most important reason for moving was because they were dissatisfied with the way their school or district supported them during the COVID-19 pandemic (table A-6).
- Among teachers in 2020–21 who were voluntarily no longer teaching in the 2021–22 school year, 16% indicated that their most important reason for leaving was because they decided to retire or receive retirement benefits from the previous year’s school system, 15% indicated that their most important reason for leaving was because of other personal life reasons (e.g. health, pregnancy/childcare, caring for family), 13% indicated that their most important reason was that they decided to pursue a position other than that of a K–12 teacher, and 9% indicated that their most important reason for leaving was that they wanted or needed a higher salary (table A-7).
The report also provides information on teacher attrition and mobility by selected teacher and school characteristics, type of move for teachers who changed schools, teacher’s job satisfaction, teacher’s control over areas of classroom planning and teaching, and activity or occupational data for those who left the position of a K–12 teacher.
