New Study Reveals Half of Arizona Teachers Contemplating Career Changes Amidst Low Pay Crisis

More than half of Arizona’s public school teachers are contemplating leaving the profession within the next two years if working conditions do not improve, according to a recent study. This alarming trend is a direct response to ongoing issues in the state’s teacher shortage crisis, as highlighted by a report commissioned by Governor Katie Hobbs’ Educator Retention Task Force.

The report sheds light on the dissatisfaction among current and former educators, aiming to guide policy changes that could encourage teachers to stay in the classroom. Arizona has grappled with retaining educators for nearly a decade, with a 2024 survey from the Arizona School Personnel Administrators Association revealing over 6,000 teacher positions remain unfilled or occupied by unqualified candidates at the start of the academic year.

Recent findings indicate the issue may deepen. Approximately 69% of teachers have considered leaving their positions in the past year, and 54% are at least somewhat likely to change careers within the next two years. The primary grievance centers on inadequate compensation. In the 2021-2022 school year, Arizona ranked third-lowest in the nation for teacher salaries, while simultaneously managing some of the largest class sizes. Nearly 75% of teachers participating in the Arizona State University (ASU) study expressed that dissatisfaction with their pay is a major factor in their desire to exit the profession.

Interestingly, the notion of increased salaries resonates strongly; 93% of former teachers stated that better pay would entice them to return. One former teacher voiced, “I loved teaching. I absolutely loved it. I can’t afford to be a teacher anymore. I would go back instantly if they paid a salary comparable to the private sector.” Another lamented, “I can’t buy a house. My husband and I have been living with my parents for three years now. I had to get a new job so we could afford rent.”

Discontent with state policies emerges as another significant factor affecting teacher retention. About 70% of former educators reported feeling micromanaged and undervalued due to policy dictates. Recent cultural conflicts have also placed teachers in contentious positions, as some lawmakers accuse them of promoting “leftist ideologies” in classrooms while favoring school choice alternatives instead of enhancing public school funding. Survey respondents expressed frustration regarding insufficient state support, noting that budget shortfalls led to increased workloads and low pay, further exacerbating the situation.

Concerns extend to trust issues with parents, impacting teachers’ willingness to provide instructional support. A current educator mentioned, “People in my district are afraid to talk about Positive Behavioral Interventions and Supports because they don’t want to get reported to the hotline.” This sentiment reflects broader frustrations where educators feel sidelined in favor of political narratives.

Proposed solutions emerging from the surveys include involving teachers more actively in the policymaking process, reassessing the school voucher program, and boosting public school funding. The need for salary increases is paramount, with 96% of educators identifying it as a priority. Additionally, 91% emphasized the importance of sufficient lesson preparation time, while other suggestions included reducing classroom sizes and lowering healthcare insurance premiums to help teachers manage costs.