Teachers are in a class of their own—but many say they do not feel valued.
One in four US public school teachers said they are likely to leave their jobs within the next year, while only about one-third feel genuinely appreciated, according to a concerning new survey.
The report, released Wednesday by the Walton Family Foundation, Gallup, and the Mattering Institute, found that just 35% of K-12 educators believe they “matter a great deal” at their schools. Nearly one in five—19%—said they matter little or not at all.
The consequences were especially stark among teachers who felt they did not matter: 68% said they frequently experienced burnout, and fewer than half planned to remain in education.
Teachers at private, independent, and charter schools were substantially more likely than public school teachers to say they matter a great deal.
Special education teachers were also more likely than educators in other subject areas to feel that their work matters a great deal.
Age emerged as another significant factor in teachers’ sense of job satisfaction and value.
Nearly half—47%—of teachers ages 60 and older said they matter a great deal, compared with between 31% and 34% among younger age groups.
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Overall, one in four public school teachers said they were likely to leave their current positions within the next year: 12% described themselves as very likely to leave, while 13% said they were somewhat likely.
Just over half of educators, 52%, said they planned to remain in the classroom for the rest of their careers. Another 12% said they did not plan to stay in the profession, while 24% were unsure.
The findings also showed a strong connection between feeling valued and a teacher’s desire to remain in education long term.
Among educators with low investment scores, 41% said they were likely to leave. That figure fell to 24% among those with moderate scores and to just 12% among those with high investment scores.
“The findings of our study reveal a troubling gap,” said Jennifer Wallace, founder of The Mattering Institute.
“Too few of America’s K–12 educators feel they truly matter. But they also point to a path forward, with simple, research-backed practices that school leaders, parents and communities can use to help educators feel valued, supported, and able to see the difference they make,” she said.
“The people who help our children know they matter deserve to know they matter, too,” Wallace added.