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Number and percentage of public and private school teacher movers who rated various factors as very important or extremely important in their decision to move from their 2007–08 base year school, by selected teacher and school characteristics in the base year: 2008–09
 
Teacher or school
characteristic in base year1 		Total
number
of movers		   Because I had a
change in residence
or wanted to work
in a school more
convenient
to my home		   Because I was
dissatisfied
with the lack
of support I
received from the
administration at
last year's school		   Because
I was
dissatisfied
with the
administrator(s)
at last year's
school		   Because
student
discipline
problems
were an
issue at
last year's
school		   Because I was
dissatisfied
with the lack
of influence I
had over school
policies and
practices at
last year's school
Total 279,600   32.7   17.4   17.3   11.5   9.8  
                         
Teaching experience2                         
1-3 years  81,700   28.4   20.8   18.0   15.1   8.7 !
4-9 years  91,900   48.8   14.0   15.5   8.2   8.5  
10-19 years  54,200   28.1   20.4   22.3   16.6   14.8  
20 years or more  51,900   15.9 ! 15.2 ! 14.4 ! 6.7 ! 8.6 !
                         
Age                         
Less than 30 years  92,300   44.0   20.3   18.8   14.2   8.1 !
30-39 years  69,000   38.3   12.7   14.6   9.6 ! 8.6  
40-49 years  58,800   26.0   14.7   15.8   10.5 ! 10.1  
50 or more years  59,600   15.5   21.2   19.9   10.6 ! 13.3 !
                         
Base salary                         
Less than $30,000  22,600   32.5   20.3   20.8   9.4 ! 9.3 !
$30,000-$39,999  84,100   33.3   19.3   16.1   12.0   6.8  
$40,000 or more  172,900   32.5   16.2   17.5   11.6   11.3  
                         
Sex                         
Male  66,300   31.2   18.0   18.7   15.0   11.0  
Female  213,300   33.2   17.2   16.9   10.5   9.4  
                         
Race/ethnicity                         
White, non-Hispanic  215,500   34.8   17.1   18.2   11.6   9.3  
All other races/ethnicities  64,100   25.9   18.5   14.5 ! 11.2 ! 11.4 !
                         
Teaching status                        
Full time 252,700   31.9   18.1   18.1   12.3   10.0  
Part time 27,000   40.9   11.1 ! 10.1 ! 4.5 ! ‡  
                         
Community type                        
City 86,900   22.7   19.8   19.6   14.4   13.1  
Suburban 91,700   33.5   16.6   16.9   12.5   10.5  
Town  37,000   35.9 ! 13.1 ! 13.6 ! 9.0 ! ‡  
Rural  64,000   43.4   17.9   17.0   7.9 ! 7.1 !
             
School level                         
Elementary  183,500   28.5   15.6   15.1   9.8   7.6  
Secondary  77,300   43.9   19.4   19.6   15.3   12.5  
Combined  18,800   27.8   27.3 ! 30.2   13.6 ! 20.0 !
                         
School enrollment                         
Less than 200 33,100   26.2   22.7   26.7   13.9 ! 13.7  
200-499 95,200   28.5   17.6   16.6   9.6   7.0 !
500-749 58,900   31.8   18.4   15.9   11.5 ! 11.1 !
750 or more 92,500   40.1   14.7   15.7   12.7   10.4 !
                         
Percent of K-12 students who were approved
    for free or reduced- price lunches
0-34 89,200   33.0   14.2   14.1   5.8 ! 4.6 !
35-49 45,700   41.7   15.9   17.3   14.8 ! 8.8 !
50-74 58,200   41.3   13.7 ! 13.6   10.2   9.6 !
75 or more 65,500   23.4   23.9   21.5   18.4   14.8  
School did not participate
   in free or reduced-price
   lunch program		 21,100   17.1   24.5   28.7   11.3 ! 18.3  
! Interpret data with caution. The standard error for this estimate is equal to 30 percent or more of the estimate's value.
‡ Reporting standards not met.
1 Base year refers to 2007–08.
2 Teaching experience includes total years of full-time and part-time teaching experience.
NOTE: "Movers" are teachers who were still teaching in the current school year, but had moved to a different school after the base year (2007–08). Respondents were asked to rate the importance of various reasons in their decision to move from their base year school, 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 and Private School Teacher Data Files," 2007–08; Teacher Follow-up Survey (TFS), "Current Teacher Data File," 2008–09.

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