Read the 2022 Kansas Educator Engagement and Retention Survey Results (PDF)
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Executive Summary

Introduction

A growing educator shortage is having significant impacts in schools and communities throughout the United States. In response to this growing concern, the Kansas Teacher Retention Initiative was launched in the summer of 2021, with a focus on measuring, understanding, interpreting, and disseminating data-driven insights regarding the driving factors of teacher retention within school districts and across the State of Kansas. The initiative seeks to provide actionable information and stimulate solutions-minded collaboration to improve teacher engagement and retention.

In partnership with the Kansas Association of Schools Boards, Kansas National Education Association, United School Administrators, and Emporia State University, the inaugural Kansas Teacher Retention Survey was conducted between October and December of 2021. The survey explores the critical drivers of teacher engagement and retention in the State of Kansas.

Respondent Profile

• Over 20,000 educators participated in the survey, with a final sample size of 18,427

• 71% of the respondents were K-12 classroom teachers

• Average age of respondents is 43 years old

• 44% of respondents classify as Generation X (38% as Millennials)

• 61% have worked in more than one school district

• 27% of educators who responded hold a second job outside of education

Survey Profile

• Survey comprised of 60 questions

• Likert Scales (1-5) were utilized to measure three areas:

  • • Satisfaction with specific aspects of being an educator.

    • General ‘Engagement’ as an educator in the State of Kansas

    • Future intentions specific to leaving the profession, retiring, changing districts, or moving into administration.

• Research has demonstrated that a strong relationship between perceived educator experiences and overall engagement. Engagement is a driver of relevant outcomes including retention.

Educator Experience

• Items with the highest and lowest level of satisfaction:

  • • The location of the district you teach in. (4.16)

    • Society’s view of the teaching profession. (2.04)

Engagement Profile

• Engagement is a significant driver of educator retention.

• 11 items were used to measure educator engagement and respondents were classified into five levels of engagement: Actively Disengaged, Disengaged, Moderately Engaged, Engaged, and Actively Engaged.

• 54% of respondents were identified as Engaged (Somewhat Engaged/Engaged/Strongly Engaged)

• Respondents were more likely to be Actively Disengaged/Disengaged (46%) than Engaged/Strongly Engaged (29%)

• Engagement items with the highest and lowest scores:

  • • I have someone at work who seems to care about me as a person. (4.5)

    • My voice and opinion are valued. (3.3)

Educator Retention Intentions

• Survey respondents were prompted to rate their likelihood of leaving their current role as an educator in four different contexts: Retiring in the Next 3 Years, Leaving Public Education (Other than Retirement), Teaching in Another District, and Pursuing an Education Administration Role.

• The respondent was asked to rate each to one of the following anchors: Not Likely at All, Potentially but Not Likely, Somewhat Likely, More Likely than Not, Very Likely and Will Probably Happen.

• When looking at those who responded More Likely than Not and Very Likely and Will Probably Happen, the following data was found:

  • • 16% are More and Very Likely to Leave Public Education.

    • 14% More and Very Likely to Retire in the Next 3 Years.

    • 12% are More and Very Likely to Teach in Another District

    • 7% are More and Very Likely to Pursue an Administration Role.

• By combining those who are More and Very Likely to Leave Public Education and Retire in the Next 3 Years, we can identify the overall risk factor, defined as those who more likely than not to exit our current educator pool, as 30%.

Priorities for Consideration

• The following areas have the following in common: low educator satisfaction AND significant drivers of engagement AND likely to leave the teaching profession.

  • • District’s attention and approach to supporting your mental and emotional health

    • Quality of professional development days/opportunities

    • Vision and leadership of the Board of Education

    • Society’s view of the education profession

    • Current Salary

    • Ability to request and secure a substitute teacher for your absence

    • Amount of plan time you are provided

• Below is a sample of the groups that had significantly lower engagement:

  • • Educators that live outside of the district they teach in

    • Educators with 8-23 years of tenure

    • The Generation of ‘Millennials’ (Ages 23-38)

• Below is a sample of the groups that are at significantly higher risk for leaving the profession:

  • • 6^th-8^th Grade Educators

    • Newer educators with 4-11 years of tenure.

    • The Generation of ‘Millennials’ (Ages 23-38)