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A Report on the 2008 Survey of Certified, Inactive Teachers in South Carolina

 

Introduction

South Carolina has lost approximately 28,500 teachers in the last five years at a rate of nearly 5,700 teachers per year. Just last year, results from the Center for Educator Recruitment, Retention, and Advancement’s (CERRA) annual Teacher/Administrator Supply and Demand Survey confirmed that 6,530 teachers left their position for various reasons including accepting a teaching position in another district downloadreportor state, taking an administrative position, leaving the profession, termination, personal responsibilities, and retirement. Data from the South Carolina Department of Education indicate that nearly 11% of teachers who were in the classroom during the 2006-2007 school year did not return to teach the following year. The National Commission on Teaching and America’s Future (NCTAF) reports that the national turnover rate for teachers is 16.8%. A more alarming statistic is that 46% of the nation’s teachers leave the classroom by their fifth year.

 

In a 2007 teacher turnover study, NCTAF estimated that the national cost of teacher turnover is over $7.3 billion. The Department of Labor estimates that attrition costs the employer 30% of the exiting employee’s salary. If the average South Carolina teacher salary in FY 2007 was $44,123 and 6,530 left their classroom at the end of the 2006-2007 school year, it can be estimated that the state suffered a cost of nearly $86.5 million. A 2005 report written by the Alliance for Excellent Education estimates that replacing public school teachers who leave their position costs the nation $4.9 billion each year, and South Carolina accounts for more than $74.5 million (excluding retirees). While the estimated costs associated with teacher attrition differ depending on the method of calculation used by each source, it is clear that the annual loss of our teachers substantially impacts our nation and state.

 

According to a 2005 report from the Southeast Center for Teaching Quality (SECTQ), much of this teacher turnover can be directly linked to working conditions. In 2004, SECTQ surveyed approximately 15,200 South Carolina teachers to learn about their perceived working conditions. Based on the results, which can be found in Listening to the Experts: A Report on the 2004 South Carolina Teacher Working Conditions Survey, working conditions are directly linked to teacher retention and student achievement, and teachers’ perceptions of working conditions do reflect actual school conditions.

 

In any organization, the environment in which employees work ultimately determines their decision to remain in that particular position or not. For years, working conditions in schools have been documented as less than acceptable, particularly in rural, low-income areas. The actual conditions or even the perceived conditions not only affect employee retention, but they can also influence employee recruitment. If given a choice, a new teacher fresh out of college is not likely to accept a job at a school located in an impoverished area with high turnover and inadequate working conditions. This situation, along with many other dynamics, offers some explanation for the average of nearly 500 vacant teacher positions and 6,800 new teachers hired each year in South Carolina school districts, as reported by CERRA’s Supply and Demand Survey.  

 

Traditional teacher recruitment efforts that are directed solely at the new, young college graduate are no longer the only options to fill the classrooms. While this is certainly an important group from which to hire new teachers, South Carolina offers additional avenues through programs such as PACE (Program of Alternative Certification for Educators) and the Diverse Pathways Project where nontraditional students can work their way into the teaching profession. Also in South Carolina are approximately 20,000 individuals who have kept their teaching certification current but are no longer teaching in South Carolina public schools. This critical piece of information, along with their contact information, provided by the State Department of Education enabled CERRA to target these certified, inactive teachers and find out what measures would convince them to teach again.

 

Methodology

The purpose of this research is to address the teacher shortage in South Carolina by identifying factors that would potentially entice a certified teacher back into the classroom. A review of the literature was conducted in search of reasons documented by teachers who leave their position or the teaching profession all together. Also considered was the knowledge and field experience of individuals, many of whom are former teachers, who contributed to the design and dissemination of this survey.
 

Through research and collaboration, several factors were targeted as having an effect on teachers’ decisions to leave the classroom. A total of 28 items were identified and incorporated into the survey. For each item, respondents were asked to report on a four-point Likert scale that ranged from “to a great extent” to “not at all,” indicating the extent to which the item would entice them to return to teaching. Also included in the survey were five demographic questions that asked for respondents’ age, ethnicity, gender, teaching level, and years of teaching experience.  

 

Using the population of 20,000 certified, inactive teachers, a random sample was selected in order to increase the likelihood that it would be representative of the overall population. In June 2008, a total of 2,929 surveys were mailed to teachers identified as being certified but not currently teaching in South Carolina public schools. However, 477 of these were undeliverable leaving 2,502 possible surveys to be completed and returned. A combined 694 completed surveys and 69 handwritten or typed notes submitted in lieu of the survey yielded a total of 763 responses and a 30.5% (763/2,502) response rate.

 

After the data collection process was completed, the information was manually entered into a database and analyzed using frequencies and percentages. Results from the analysis are presented in the following section.

 

Results

This section is divided into two parts – demographic data and data concerning the extent to which certain teaching variables would entice a certified teacher to return to the classroom.

 

Demographic Data

A total of 694 certified, inactive teachers submitted a completed survey. In one section, they were asked to provide their age, ethnicity, gender, teaching level, and years of experience. These demographic data are displayed in Table 1.

 

Seventy-five percent of the survey respondents are at least 50 years of age. With such a high proportion, it was no surprise to learn that a majority (60%) of them also have 21 or more years of teaching experience. Also anticipated was the large percentage of White female respondents considering this group makes up most of South Carolina’s teacher population. Approximately 85% of the responding teachers are White or female, and 71% are both White and female.

 
Table 1
Demographic Information of Survey Respondents
 
Category
Frequency
Percentage
 
 
 
Age:
n=687
 
22-30
3
0.4%
30-39
103
15.0%
40-49
66
9.6%
50-59
263
38.3%

60 or above
252
36.7%
 
 
 
Ethnicity:
n=683
 

American Indian or Alaskan Native
5
0.7%

Asian or Pacific Islander
8
1.2%
Black/Non-Hispanic
88
12.9%
Hispanic
2
0.3%
White/Non-Hispanic
577
84.5%
Other
3
0.4%
 
 
 
Gender:
n=682
 
Male
97
14.2%
Female
585
85.8%
 
 
 
Teaching level:
n=685
 
Primary
87
12.7%

Elementary

183
26.7%
Middle
166
24.2%

High School
249
36.4%
 
 
 
Years of Teaching Experience:
n=683
 
1 – 2
10
1.5%
3 – 5
38
5.6%
6 – 10
102
14.9%
11 – 20
126
18.4%

21 or more
407
59.6%
 

Teaching Variables

In addition to supportive leadership, nine other teaching variables would entice at least half of the respondents to consider, to a great extent, a return to teaching. In rank order, these include: input into assignment selection, unencumbered planning time, more support with student discipline, smaller class size, less paperwork, part-time positions or job sharing, more teaching time with fewer interruptions, salary increase, and adequate resources. Results from SECTQ’s working conditions survey showed that teachers in South Carolina were not satisfied with the amount of time they receive for planning, collaboration, and observation. SECTQ’s report also concluded that teacher salary, when compared to the other working conditions tested in the survey, had the highest positive correlation with teacher retention.

 

Nearly each of these variables was also identified in a comprehensive report written by the Task Force on 21st Century Teaching and Learning in the fall of 2008 as actions that would ultimately elevate and reinvigorate the teaching profession. Recently assembled at the request of South Carolina’s Superintendent of Education Dr. Jim Rex, this group of teachers, administrators, college faculty, and state-level advocates was asked to review four areas that contribute to the development of a qualified, effective teacher workforce: reinventing teacher compensation, recasting the teaching profession, improving teacher working conditions, and improving community infrastructure and support for teachers. Several additional factors included in the inactive teacher survey were also recommended by the task force as means to recruit and retain teachers: performance-based compensation, team teaching and mentoring, professional development, more collaboration and less isolation, daycare at reduced costs, and additional fringe benefits.    

 

Survey results also indicate that at least 75% of responding teachers would, to a great extent or to somewhat extent, be enticed to return to teaching if they had the following: access to more resources and assistance with low-achieving students, input into curricular decisions, and fewer after school meetings. Input into decisions concerning courses offered in the classroom is a primary example of teacher empowerment, another domain identified in SECTQ’s working conditions survey as having a direct impact on teacher retention.

 
Table 2

The Extent to Which Survey Respondents Would be Enticed to Return to Teaching

 
Variables
To a great extent
Somewhat
Very little
Not at all
 
 
 
 
 

Supportive principal/school leadership
71.1%
(489)
15.6%
(107)
4.8%
(33)
8.6%
(59)

Input into selecting my assignment
64.5%
(444)
24.0%
(165)
4.1%
(28)
7.4%
(51)

Unencumbered planning time
62.4%
(430)
23.8%
(164)
4.5%
(31)
9.3%
(64)

More support with student discipline
62.1%
(426)
20.1%
(138)
8.3%
(57)
9.5%
(65)

Smaller class size (lower teacher/student ratio)
61.5%
(421)
24.5%
(168)
6.3%
(43)
7.7%
(53)

Reduction in paperwork or additional clerical assistance
58.0%
(399)
24.4%
(168)
7.7%
(53)
9.9%
(68)

Part-time positions or job sharing
55.3%
(378)
21.6%
(148)
9.2%
(63)
13.9%
(95)

More time to teach with fewer interruptions
51.9%
(355)
28.7%
(196)
10.1%
(69)
9.4%
(64)

Salary level above the Southeast average
51.5%
(354)
26.2%
(180)
12.1%
(83)
10.3%
(71)

Adequate supplies, equipment, and materials
50.0%
(342)
30.7%
(210)
9.4%
(64)
9.9%
(68)

More resources and assistance with low-achieving students
49.3%
(335)
34.0%
(231)
7.8%
(53)
9.0%
(61)

Fewer after school meetings
43.7%
(298)
30.8%
(210)
14.2%
(97)
11.3%
(77)

Opportunity to return without a formal evaluation the first year
39.8%
(270)
25.8%
(175)
14.7%
(100)
19.7%
(134)

Input into curricular decisions
39.1%
(269)
39.4%
(271)
12.2%
(84)
9.3%
(64)

Flexible teaching hours
37.4%
(253)
35.4%
(239)
13.9%
(94)
13.3%
(90)

Additional fringe benefits
36.9%
(252)
36.0%
(246)
13.0%
(89)
14.1%
(96)

Opportunity to work on renewing my expired certificate while teaching
33.7%
(231)
20.8%
(143)
13.4%
(92)
32.1%
(220)

Additional leave time
27.8%
(189)
36.6%
(249)
20.4%
(139)
15.1%
(103)

Technology training
25.0%
(171)
42.5%
(290)
18.0%
(123)
14.5%
(99)

Improved facilities
20.3%
(138)
44.8%
(305)
20.1%
(137)
14.8%
(101)

More collaboration with peers and less isolation
20.2%
(137)
42.7%
(290)
22.5%
(153)
14.6%
(99)

Individualized professional development
19.7%
(134)
39.2%
(266)
23.1%
(157)
18.0%
(122)

Assistance with obtaining an advanced degree
18.9%
(125)
21.2%
(140)
21.2%
(140)
38.7%
(256)
Strong mentor available for assistance and guidance 18.0%
(121)		 28.2%
(190)		 26.9%
(181)		 26.9%
(181)
Opportunity to team teach 16.7%
(113)		 34.7%
(235)		 25.8%
(175)		 22.9%
(155)

Financial incentives for student achievement
13.5%
(89)
29.3%
(194)
25.1%
(166)
32.1%
(212)

Childcare provided
9.2%
(57)
9.7%
(60)
10.6%
(66)
70.5%
(438)

Longer school day
4.8%
(31)
9.6%
(62)
25.8%
(167)
59.9%
(388)

 

From the data displayed in Table 2, two teacher descriptors should be noted: the age groups and years of teaching experience of respondents represented in this study. Three-quarters are at least 50 years old, and 60% have 21 or more years of teaching experience. These characteristics are certain to affect their responses when asked if items such as the availability of a strong mentor, the opportunity to team teach, assistance with obtaining an advance degree, or childcare would inspire a return to teaching. It is likely that teachers who fall into these categories may not benefit from a mentor or childcare and have no desire to team teach or further their education.

 

Of the 694 certified, inactive teachers who submitted a completed survey, less than 5% (31) indicated that none of the variables listed, to any extent, would entice them to begin teaching again. More than 70% of these particular respondents are at least 60 years of age and have 21 or more years of teaching experience. It can be concluded that most of these certified teachers are inactive due to their retirement and very little or nothing at all would entice them to return to the classroom. In fact, 25 retired teachers did choose to submit a note instead of a completed survey indicating that they are happily retired and nothing could bring them back to the workforce.

 

A total of 69 handwritten or typed notes, including the 25 sent by retirees, were submitted in lieu of a completed survey indicating why they did not respond or why they should not be on the list of certified, inactive teachers in South Carolina. Nearly half (31) are actively teaching in various educational settings including private, independent, or parochial schools, colleges and universities, adult education programs, or substitute teaching. These teachers represent 4.1% of the total number of respondents. Seven of these former teachers are deceased or have a serious illness that would prevent them from teaching. The remaining notes consisted of individual complaints about the school environment in which these teachers formally taught and why they would never consider returning to the classroom – no support from administration, no flexibility, and unfair hiring practices.

 

Results from this survey reflect the views of only a subset of certified teachers who are no longer teaching in South Carolina public schools. It is evident, however, that the majority of this group is passionate enough about the teaching profession to even consider a return to the classroom. It is also clear that certain changes must be made in order for them to make this transition. Some teachers may have left the profession once because of certain unmet needs, and there is no indication that these former teachers would resume their role without witnessing significant progress toward improving the conditions in which they work.

 

Improvements in the workplace in any capacity require time and money; schools are no different. Several of the conditions that have the potential to encourage a certified teacher to return to the profession, however, can be handled internally and without as much difficulty as others. For example, less paperwork, fewer interruptions, fewer meetings, and more input were all identified by teachers in the responding sample as factors that would entice them to return to teaching. These types of procedural requests can be handled with creativity and collaboration rather than the big budgets necessary for school improvements such as new facilities, new technology, and increased salaries and benefits.

 

Conclusions

Findings stated in this report are extremely encouraging in that there is an untapped supply of potential teachers in South Carolina who are experienced, qualified, and willing to return to the classroom if certain reasonable needs are met. If there is indeed a teacher shortage in the state as indicated by the data, the evidence presented here indicates that the improvement of teacher working conditions is a sensible and effective way to address the shortage. Such improvements will not only assist in bringing former teachers back into the classroom, but they will promote efforts to recruit new teachers and retain current ones as well.

 

The good news is that teacher working conditions are strongly correlated with one another. SECTQ’s teacher working conditions survey found that if satisfaction is high in one area, particularly leadership, then it is more likely to be high across the board. If only a few working conditions are initially addressed, perhaps those that do not require added capital, teachers would realize that their voices are being respected and begin to view other working conditions in a more positive manner. This “ripple effect” has the ability to enhance job satisfaction and, as a result, increase the likelihood that a teacher remains in the classroom. Although teacher retention varies by district in South Carolina, it affects the entire state. Most importantly, it affects our children and their ability to learn. Findings from SECTQ’s teacher survey reveal that working conditions are powerful predictors of student achievement in terms of whether or not schools made Adequate Yearly Progress (AYP) and performance on the Palmetto Achievement Challenge Test (PACT).

 

It behooves us to continue this dialogue about working conditions in our schools. If teacher working conditions are, in fact, student learning conditions, working conditions must be addressed and improved. For South Carolina legislators and educational policymakers who expect high levels of student achievement in schools across the state, teachers need support to satisfy these expectations. Research, including this study, indicates that teachers need the kind of support that enables them to carry out their duties in an environment that is conducive to student learning as well as personal satisfaction and enrichment.


References

Alliance for Excellent Education. 2005. Teacher Attrition: A Costly Loss to the Nation and to the States. Washington, DC. Available online at http://www.all4ed.org/files/archive/publications/TeacherAttrition.pdf

 

Center for Education Recruitment, Retention, & Advancement. 2001-2007. Fall Teacher/Administrator Supply and Demand Survey. Rock Hill, SC. Available online at http://www.cerra.org/research/SupplyAndDemand/2001-2007.SD.pdf

 

National Commission on Teaching and America’s Future. 2007. The High Cost of Teacher Turnover. Washington, DC. Available online at http://nctaf.org.zeus.silvertech.net/resources/research_and_reports/nctaf_research_reports/documents/CTTPolicyBrief-FINAL_000.pdf

 

South Carolina Department of Education (SCDE).  Teacher Turnover Rate from 2006-07 to 2007-08 by School District. Obtained from SCDE via email September 18, 2008.

 

Southeast Center for Teaching Quality (SECTQ). 2005. Listening to the Experts: A Report on the 2004 South Carolina Teacher Working Conditions Survey. Chapel Hill, NC. Available online at http://www.teachingquality.org/legacy/TWC_SCFinalReport.pdf

 

Note: All referenced links were active as publication date for this report.



 

For Media Release, click here.
 

Prepared by Dr. Jennifer Garrett, Coordinator of Research and Program Development, CERRA
                       Mr. Mychal Frost, Public Information Coordinator, CERRA

Released: October 29, 2008