Skip Navigation
small NCES header image
Table 10.  Percentage of 2004–05 public school teacher leavers who rated various reasons as very important or extremely important in their decision to leave the position of a K–12 teacher, by selected teacher and school characteristics in the 2003–04 base year

Teacher or school
characteristic in base year
Changed resi-
dence
  Preg-
nancy/ child rearing
  Health   Retire-
ment
  School staffing action (e.g., reduction-
in-force, lay-off, school closing, school reorganization, reassignment)
  Better salary or benefits   To pursue a position other than that of a K–12 teacher   To take courses to improve career oppor-
tunities within the field of education
  To take courses to improve career oppor-
tunities outside the field of education
  Dissatis-
fied with teaching as a career
  Dissatis-
fied with previous school or teaching assign-
ment
 
Total1  11.2   18.7   11.8   31.4   14.6   14.2   25.3   8.9   5.3   14.6   16.0  
                                             
Teaching experience                                             
1–3 years  14.6   26.7   11.2   2.0   23.7   21.4   24.7   14.3   13.8   15.2   21.5  
4–9 years  12.2   42.2   14.2   3.1   11.3   17.0   22.4   11.5   6.9   15.5   18.7  
10–19 years  14.5   13.2   10.7   13.6   16.2   13.3   39.9   13.8   1.2   10.9   14.5  
20 years or more  7.9   2.0   10.8   68.8   12.6   9.7   21.7   3.1 ! 2.3   15.1   12.6  
                                             
Age                                             
Less than 30 years  15.8   38.0   4.5   0.2 ! 12.9   20.6   24.6   9.0   11.8   18.2   17.9  
30–39 years  18.2   44.6   14.6   3.0   9.7   20.4   31.3   16.8   4.4   9.9   12.6  
40–49 years  4.5   4.2 ! 13.0   5.5   23.7   20.9   53.7   16.4   4.6   18.9   21.2  
50 or more years  8.7   4.1 ! 13.3   67.5   14.2   6.0   12.3   2.6   3.0   13.4   14.7  
                                             
Base salary                                             
Less than $30,000  14.6   17.4   9.2   14.2   23.9   18.8   22.2   8.7   8.0   12.3   15.2  
$30,000–$39,999  11.5   21.7   14.5   10.3   14.5   21.5   27.9   10.7   7.4   21.2   22.7  
$40,000 or more  10.1   17.4   10.9   47.6   12.1   8.9   24.7   8.0   3.3   11.6   12.5  
                                             
Sex                                             
Male  5.9   3.0   10.5   35.6   15.2   18.5   23.0   10.5   5.3   12.7   21.7  
Female  12.8   23.2   12.1   30.2   14.5   12.9   25.9   8.4   5.3   15.1   14.3  
                                             
Race/ethnicity                                             
White, non-Hispanic  10.1   19.5   10.7   31.0   15.7   12.7   24.5   8.0   5.1   14.8   16.2  
Black, non-Hispanic  21.8 ! 9.6   10.4   40.2   12.1   11.0   24.8   14.8   3.0 ! 14.2   14.2  
Hispanic, single or
  more than one race 
12.2 ! 24.8   20.5   15.9   3.9 ! 37.7   31.0   13.2   4.0 ! 10.6   13.7  
Asian, Native Hawaiian,
  or Other Pacific
  Islander, non-Hispanic 
4.7 ! 9.5 ! 27.9 ! 42.9   8.4 ! 16.3 ! 45.2   4.7 ! 26.0 ! 13.7 ! 12.3 !
American Indian/Alaska
  Native, non-Hispanic 
3.2 ! 15.2 ! #   36.9   15.3 ! 35.3   19.5   23.6   4.9 ! 13.0   34.6  
More than one race,
  non-Hispanic 
10.0 ! 37.0 ! 54.9   16.3 ! 17.1 ! 57.9   34.3 ! 6.7 ! 18.4 ! 20.3 ! 33.3 !
                                             
Teaching status                                             
Full time  12.4   20.5   13.1   32.0   14.7   14.3   23.1   9.2   5.9   14.0   16.6  
Part time  5.7   10.5   5.6   28.4   14.2   13.5   35.0   7.3   2.6   17.3   13.3  
                                             
Community type                                             
Central city  16.5   22.4   12.9   27.0   13.3   12.2   19.6   9.6   6.0   12.1   18.7  
Urban fringe/large town  8.7   19.8   11.4   30.4   12.4   14.0   28.3   9.4   5.2   17.3   15.4  
Rural/small town  9.0   8.8   10.9   42.0   23.5   18.2   26.6   6.1   4.2   10.9   12.9  
                                             
School level                                             
Elementary  8.6   21.5   12.8   28.3   14.8   13.7   26.2   8.9   4.2   15.1   15.6  
Secondary  17.2   14.1   9.9   38.5   14.1   14.4   24.5   8.3   7.2   14.1   16.3  
Combined  8.1   7.6 ! 9.7 ! 26.7   17.0   20.7   16.1   13.3   6.9   9.2   19.5  
                                             
School enrollment                                             
Less than 200  6.3   16.4   16.4   25.5   16.2   17.9   16.2   10.5   5.4   10.4   20.6  
200–499  9.0   16.3   12.6   31.4   16.4   15.2   24.6   7.1   4.2   17.0   18.8  
500–749  11.1   22.7   10.4   32.3   14.6   13.0   22.7   6.4   3.0   10.8   9.6  
750 or more  14.0   18.9   11.2   31.6   12.8   13.4   28.6   11.7   7.6   15.0   16.3  
                                             
Percent of K–12 students
 who were approved for
 free or reduced-price
 lunches 
                                           
Less than 15  5.0   12.3   6.6   35.3   13.5   5.6   28.6   9.0   2.9   11.1   13.1  
15–49  14.2   17.5   12.0   35.0   11.6   16.4   26.6   9.5   7.4   20.5   17.4  
50 or more  11.9   23.5   14.1   27.5   17.8   14.9   23.1   8.6   4.3   11.9   14.8  
School did not parti-
 cipate in free or
 reduced-price lunch
 program 
21.9   23.8   10.5 ! 16.8   23.6   20.2   25.5   11.4   7.1 ! 12.9 ! 24.1  
                                             
Percent of K–12 students
 who were minorities 
                                           
Less than 10  6.7   14.3   13.7   36.3   14.9   13.7   26.8   5.4   3.3   18.6   15.5  
10–34  13.9   13.4   12.4   37.1   11.7   8.8   21.6   11.7   6.1   14.9   17.2  
35 or more  12.6   23.1   10.5   26.5   15.6   16.5   25.9   9.7   6.0   12.3   15.8  
# Rounds to zero.
! Interpret data with caution. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1 Free or reduced price lunch program data are collected at the school level and placed on the teacher file. In cases where the sampled school did not respond, data were imputed from the Common Core of Data (CCD). In some cases, CCD data were not available for the school's free or reduced price lunch program participation. A very small number of teachers from these schools are missing data for this variable.
NOTE: Leavers are teachers who left the teaching profession after the base year (2003–04). Respondents were asked to rate the importance of various reasons in their decision to leave the teaching profession, although some reasons may be involuntary. Response choices were based on a 5-point scale, and included the following: "Not at all important," "Slightly important," "Somewhat important," "Very important," and "Extremely important."
SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), "Public School Teacher Data File," 2003–04; Teacher Follow-up Survey (TFS), "Former Teacher Data File," 2004–05.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education