New Poll Sparks Horne’s Crusade for Punishing Non-Supportive Schools

A recent survey from the Arizona Department of Education reveals that teacher attrition is driven by factors beyond just salary. Released on Tuesday, the report highlights critical issues such as burnout, lack of respect, and student behavior as primary reasons for teachers not returning to the classroom this year.

State schools chief Tom Horne emphasizes the importance of administrative support in maintaining teacher morale. He asserts that without backing from school leaders on disciplinary actions, teachers face increased burnout. “Wouldn’t you be burned out if you had to teach a class where the kids were acting up, and the administrators weren’t doing anything about it?” Horne remarked.

In response to these findings, he is advocating for new legislation aimed at penalizing school districts that fail to support their educators. His proposal, initially backed by Republican Sen. John Kavanagh, would reduce the academic ratings of schools that do not act on teacher disciplinary requests at least 75% of the time. Horne contends that this could motivate schools to prioritize discipline and support for their teachers.

Rep. Matt Gress, during discussions on the legislation, stressed the detrimental impact of disrespecting teachers’ authority in disciplinary matters. “Many kids are able to run roughshod all over the school,” he said, highlighting how such behavior undermines the educational environment for those seeking to learn.

Under the proposed enforcement mechanism, the state Board of Education would have lowered a school’s rating if it failed to meet discipline response standards. Although the measure passed the Republican-controlled Senate, it stalled in the House due to resistance from within the party.

Horne criticized those who opposed the bill, stating, “Shame on the legislators who voted against it.” Some Democrats argue that teacher issues should be handled locally. Nonetheless, Rep. Nancy Gutierrez raised concerns about the intent behind the legislation, suggesting it may serve to justify a narrative of failing public schools, which could bolster calls for school privatization.

Acknowledging the motivation behind the legislative push, Horne highlighted that many districts prioritize their grading system. “If you give them a grade incentive to support the teachers on discipline, they’ll do it,” he noted.

Rep. Jennifer Pawlik, a former educator, agreed that teacher turnover is influenced by more than just salaries. She observed an increase in challenging classroom behaviors. However, she criticized the punitive nature of the Kavanagh legislation, suggesting it would not effectively address the underlying issues.

Kavanagh expressed his willingness to explore alternative methods to encourage administrative support for teachers. The recent survey emphasized the need to enhance “teacher voice” — the input educators have in school systems. “If teachers truly have input into the creation of the systems, procedures, and expectations at their schools, they feel more empowered,” the report stated.

This report surveyed over 5,900 teachers who did not return this school year, focusing on the reasons behind their departure. Of those, 2,482 responses were analyzed. A significant portion — more than 71% — identified burnout as a contributing factor, while nearly 69% cited a lack of respect and almost 64% reported issues stemming from student behavior.

Other notable concerns included excessive disruptions during teaching, career dissatisfaction, transitions to non-teaching roles, and overcrowded classrooms. Horne asserted these findings are consistent with ongoing teacher retention challenges documented in prior surveys.

A task force on teacher retention formed by Gov. Katie Hobbs in December also acknowledged these challenges, recommending increased salaries, reduced workloads, and stress mitigation as crucial solutions. The report underscored the adverse effects of turnover on students, indicating that teacher effectiveness continues to improve up to 12 years into their careers, with substantial gains observed in the initial five years.

Currently, a significant number of teachers in Arizona are inexperienced, with approximately one-third having four years or fewer in the profession and less than half having more than ten years of teaching service.