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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 |
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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 | |||||||||||
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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 |
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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 |
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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. |
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