Show-Me State Times

University of Missouri researchers have conducted a survey involving 468 teachers, revealing that 78% have contemplated leaving the profession since the onset of the COVID-19 pandemic in 2020. The study, undertaken by Mizzou’s College of Education and Human Development, indicates that experienced educators with over five years in the field are more inclined to consider departure compared to their less seasoned peers.

The surveyed teachers identified several factors contributing to their desire to leave, including insufficient administrative support, heavy workloads, inadequate pay, and difficult student behavior. Wendy Reinke, a Curators’ Distinguished Professor in Educational, School and Counseling Psychology at the University of Missouri and associate vice chancellor for research, emphasized the importance of understanding these issues. “Understanding factors associated with teachers considering leaving the field, such as teacher stress and burnout, is essential for addressing the problems and creating a more supportive environment for educators, which ultimately impacts students and the quality of education they receive,” she stated.

The departure of teachers can negatively affect students' learning experiences and emotional health. The findings underscore the necessity for schools and policymakers to enhance support systems for teachers to retain them within the profession and improve educational environments for students. “It’s a ripple effect,” said Reinke. “If teachers struggle, instruction suffers, and students don’t learn as they should. When there aren’t enough teachers, schools may hire uncertified staff or increase class sizes, making effective instruction and learning less likely. Disruptive behavior also spreads — kids in disorderly classrooms carry those habits into the next grade.”

This research lays groundwork for future initiatives aimed at developing sustainable solutions. A new project is being planned to devise a comprehensive strategy addressing these challenges collaboratively with school partners. Reinke added: “It’s important that we develop ideas for supporting teachers alongside our school partners. We want their input to help us figure out what this model would look like to best support teachers, administrators, and ultimately, the students they serve.” The study titled “Teacher stress, coping, burnout and plans to leave the field: A post-pandemic survey” has been published in School Mental Health journal. Co-authors include Keith C. Herman, Melissa Stormont, and Farshad Ghasemi from the Missouri Prevention Science Institute.