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.
|
