[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583881-105":59,"doc-detail-583881-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","understanding-teacher-retention-at-teacher-powered-schools","Understanding Teacher Retention at Teacher-Powered Schools","","Annual teacher departure rates have hovered around 16%, and post-pandemic burnout has driven intentions to leave to record highs. Polling suggests roughly half of teachers may plan to exit soon, with early evidence showing intentions converting into higher actual departures. The report examines why teachers leave, linking causes to work environments and arguing these conditions can be addressed through leadership and decision-making. It explores teacher-powered schools (TPS) and finds lower departure rates, with variation tied to context and interviews attributing retention to student-centered missions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-teacher-retention-at-teacher-powered-schools/583881/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-teacher-retention-at-teacher-powered-schools/583881.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-14","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What trends in teacher departure and burnout does the report highlight?","Question",{"text":112,"@type":113},"The report notes stable annual departure rates near 16% and rising teacher burnout and intention to leave after the pandemic, with surveys indicating intentions translate into increased departures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the research identify as primary drivers of teachers leaving?",{"text":117,"@type":113},"It emphasizes that work environments and experiences that feel unbearably unpleasant—such as autonomy, safety, discipline, and administrative support—are central factors behind departure decisions.",{"name":119,"@type":110,"acceptedAnswer":120},"How do teacher-powered schools (TPS) relate to teacher retention outcomes?",{"text":121,"@type":113},"The report theorizes that TPS improves retention because teachers collaborate on school-level decisions, and the findings show TPS schools have lower departure rates than the national comparison.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583881,1792165057,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Understanding Teacher Retention at Teacher-Powered Schools  \nBy Daniel Marks, with Lars Esdal August 2023  \nINTRODUCTION  \nAnnual teacher departure rates  \nheld steady at about 16% for  \nThis high turnover has serious consequences at both the school and student levels (CarverThomas and Darling-Hammond, 2017; Ingersoll, 2004; NCES, 2014; Ronfeldt et al., 2012). Moreover, as we emerge from the pandemic, teachers are reporting levels of burnout and intention to leave the profession at the highest rates in recent history (Kurtz, 2022; NEA, 2022; Steiner et al., 2022).  \nPolling from the EdWeek Research Center, the National Education Association, and others has found that about 50% of teachers now planto soon leave the field, a jump of about 50% relative to historical levels (Ibid; see Figure 1). Early data confirms that these intentions are translating to actual departures: a Chalkbeat analysis of eight states found departure rates increased this year in each one, anda nationally-representative RAND survey  \nteacher  \npowered  \nschools  \nin the United States have most of the 21st century.  \nof district administrators revealed a four percentage point leap in teacher departuresin 2021-22 (Barnum, 2023; Diliberti and Schwartz, 2023).  \nThe problems that drive teachers out of schools are not immutable. Research on teacher leaving has consistently found that the primary reasons for departure are work environments and experiences that are unbearably unpleasant (e.g. Goldring et al., 2014; Ingersoll, 2004; Ingersoll et al., 2019; Podolsky et al., 2017; Simon and Johnson, 2015; Steiner et al., 2022). This is in some ways good news because school environmental issues that impact departure decisions such as personal autonomy, safety, discipline, and administrative support can theoretically be resolved through effective school-level decision making (Viano et al., 2018).  \nUnderstanding Teacher Retention at Teacher-Powered Schools 1  \nConsistent with the evidence that leadership and leaders’ decisions impact teachers’departure decisions, prior research has shown that expanded teacher leadership roles and meaningful decision-making authority are linked with greater educator enthusiasm and institutional loyalty and lesser feelings of burnout (García et al., 2022b; Ingersoll et al., 2018, Ingersoll et al., 2019; Kemper, 2020; Steiner et al., 2022).  \nTeacher-powered schools—that is, schools collaboratively designed and run by teams of teachers in partnership with the students, families, and communities they serve—elevate the role of teachers by design.1 Education  \nEvolving’s Teacher-Powered Schools (TPS) program maintains an inventory of public district and charter schools which are implementing teacher empowerment models of school leadership. Because teachers at these schools make important school-level decisions, we theorized that these schools are seeing improved teacher retention outcomes relative to other schools in the US.  \nTPS undertook an exploratory survey- and interview-based research project in 2022 to examine this theory and explore school conditions that mediate teacher departure.  \nThis report documents our major findings.  \nKey Findings:  \n1. Departure rates at TPS schools are lower than those in schools nationwide.  \n2. Factors associated with variation in teacher departure rates over the five-year dataset included school size, school setting, and proportion of white students. Notably, proportion of free-and reduced-price lunch recipients was not associated with teacher departure rate.  \n3. Interviewees report that retention is high because teachers feel passionately about the student-centered missions of their TPS schools.  \n% more likely to leave/retire early  \n60  \n40  \n20  \n\n|  |  |  |  |\n| --- | --- | --- | --- |\n|  |  | 37 | 55\u003Cbr>|\n| 28\u003Cbr>| 32\u003Cbr>| |  |\n|  |  |  |  |\n\nJuly '20 Nov '20 Mar '21 Jul '21 Nov '21  \nFigure 1: The percentage of teachers feeling more likely to quit teaching earlier than they had originally plan","cbCaiqqArEcEvOpL","https://ap.wps.com/l/cbCaiqqArEcEvOpL","pdf",470353,"English","# Introduction\n# Key Findings\n# Data and Methods\n# How teacher-powered schools affect retention","[{\"question\":\"What trends in teacher departure and burnout does the report highlight?\",\"answer\":\"The report notes stable annual departure rates near 16% and rising teacher burnout and intention to leave after the pandemic, with surveys indicating intentions translate into increased departures.\"},{\"question\":\"What does the research identify as primary drivers of teachers leaving?\",\"answer\":\"It emphasizes that work environments and experiences that feel unbearably unpleasant—such as autonomy, safety, discipline, and administrative support—are central factors behind departure decisions.\"},{\"question\":\"How do teacher-powered schools (TPS) relate to teacher retention outcomes?\",\"answer\":\"The report theorizes that TPS improves retention because teachers collaborate on school-level decisions, and the findings show TPS schools have lower departure rates than the national comparison.\"}]","Understanding Teacher Retention at Teacher-Powered Schools | PDF",1792048812,25]