K–12 teachers are quitting. What would make them stay?

To improve our understanding of what makes K–12 teachers want to stay, leave, or return to their jobs, McKinsey surveyed more than 1,800 US educators, school leaders, and school mental health professionals at the end of the 2021–22 school year.

This article covers:

• Why some educators are planning to leave their roles

• Why some educators are planning to stay in their roles

• The differing experiences of school leaders and classroom teachers

• Steps for attracting—and retaining—educators

Steps for attracting—and retaining—educators

States and districts are exploring different models of addressing compensation concerns, especially in large urban districts where workforce shortages are felt more acutely. For example, Clark County, Nevada—home to Las Vegas—announced its first pay raise for teachers since 2015;15 Nashville is raising pay in response to inflation;16 and San Diego has started offering bigger bonuses.17 The Noble Network of Charter Schools in Chicago’s Distinguished Teacher Program offers an additional $10,000 annual salary increase for teachers who have exemplified success in five key areas: student growth, classroom culture, instructional rigor, inclusion and relevance, and extended impact.18

Multiclassroom methods

Districts and state education systems could also consider tailoring bonuses to teacher segments that are particularly prone to attrition, such as those working in higher-poverty districts or with younger grade levels and high schoolers. Innovative staffing models that harness the expertise of senior teachers by allowing them to lead lessons across several classrooms have also proven to be a cost-effective intervention that may allow districts to increase compensation by up to $10,000 in select cases (see sidebar “Multiclassroom methods”).

Of course, we know that considering only compensation is likely to be insufficient. A survey conducted in late 2020 found that teachers value a school that provides a full-time nurse, counselor, education paraprofessional, and special education coteacher more than they value a 10 percent salary increase.19 As such, investments in support staff may prove to be both more economical for schools and more valuable for their teachers and school leaders—particularly for teachers in low-income districts, where students may face additional challenges that could be addressed by support staff.

To address overwork concerns, districts could consider a cross-coverage model. At Treadwell Elementary in Memphis, for example, school administrators and other staff provide backup support to cover classes so that teachers don’t have to take on extra work without adequate breaks or planning. Coupled with other efforts such as professional development and staff get-togethers, this backup support has contributed to a record 90 percent retention rate at the school even amid the pandemic.20

To increase teachers’ sense of purpose and meaning in their job, leaders could employ nonfinancial incentives that are common in other workplaces, such as public recognition. Our broader research on the Great Attrition shows that workload-related stress and toxic managers caused many people to leave their jobs during and after the pandemic. Across industries, 70 percent of people noted that they define their purpose through their work, which is also true for educators. Therefore, education systems could focus on helping educators at all levels find purpose in their work. Integrating more nonfinancial incentives and public recognition into educators’ jobs may be particularly useful for educators working in high-poverty districts who turn over at a higher rate but who also find their jobs meaningful. The return to in-person learning may also help ease challenges associated with a lack of meaning; almost one-third of teachers who planned to leave in our survey cite the switch to remote learning as a primary reason for departure.

To enhance the satisfaction and sense of purpose of school leaders specifically, actors can consider taking steps to increase the time available for leaders to connect with students and provide greater support to teachers—both in and outside of the classroom—through coaching, feedback, and mentorship. In addition, providing support for completing administrative tasks, for example, could help free up leaders’ time so they could focus on developing relationships with stakeholders in the district and help alleviate challenges associated with well-being and burnout.

-Excerpt from the article, click below for the full article.