Percentage of all, out-of-field, and highly qualified public and private K–12 teachers who did not teach in the same school in 2000–01 as in 1999–2000 and who reported being “strongly” or “somewhat” dissatisfied with particular features of the school they left, by turnover status and top reported sources of dissatisfaction

Special Analysis 2005-Mobility in the Teacher Workforce- Tables

Table 6

Percentage of all, out-of-field, and highly qualified public and private K–12 teachers who did not teach in the same school in 2000–01 as in 1999–2000 and who reported being “strongly” or “somewhat” dissatisfied with particular features of the school they left, by turnover status and top reported sources of dissatisfaction

Transfers		Leavers
Source of dissatisfaction	Percent	Source of dissatisfaction	Percent

All teachers
Not enough time for planning/preparation	65	Not enough time for planning/preparation	60
Teaching workload too heavy	60	Teaching workload too heavy	51
Salary	54	Classes too large	50
Student behavior was a problem	53	Salary	48
Not enough influence over school’s policies and practices	52	Student behavior was a problem	44
Classes too large	49	Not enough influence over school’s policies and practices	42
School facilities in need of significant repair	48	Computer resources	41
Computer resources	44	Opportunities for professional advancement	41
Little support from parents	41	School facilities in need of significant repair	39
Required professional development activities did not match career goals	40	Required professional development activities did not match career goals	39

Out-of-field teachers
Salary	60	Salary	62
Teaching workload too heavy	57	Not enough time for planning/preparation	49
Not enough time for planning/preparation	54	Teaching workload too heavy	47
Not enough influence over school’s policies and practices	51	Not enough influence over school’s policies and practices	45
Computer resources	50	Opportunities for professional advancement	45

Highly qualified teachers
Not enough time for planning/preparation	66	Not enough time for planning/preparation	64
Teaching workload too heavy	60	Classes too large	51
Student behavior was a problem	54	Teaching workload too heavy	50
Classes too large	52	Salary	42
Not enough influence over school’s policies and practices	51	Student behavior was a problem	39

NOTE: Teachers were asked a series of questions about their satisfaction with 31 different aspects of their job in 1999–2000. Teachers could respond “strongly disagree,” “somewhat disagree,” “neither agree nor disagree,” “somewhat agree,” and “strongly agree” to each question. The percentages in this table reflect the proportion of teachers who answered “strongly agree” or “somewhat agree” to questions that reflected dissatisfaction with their job (e.g., “Student behavior was a problem”), and “strongly disagree” or “somewhat disagree” to questions that reflected satisfaction with their job (e.g., “I was satisfied with my salary”). “Out-of-field” teachers have neither an undergraduate or graduate major nor certification in the field of their main teaching assignment. Teachers who have both a major and certification in the field of their main teaching assignment are considered “highly qualified.”
SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Follow-up Survey (TFS), “Current Teacher Questionnaire” and “Former Teacher Questionnaire,” 2000–01.

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