2023 Survey
The Kansas Teacher Retention Initiative (KTRI) proudly announces the release of its comprehensive 2023 State Report (completed January 2024), a pivotal document that provides in-depth insights and analysis of Kansas educator experience and retention trends. Building on the foundational 2021 KTRI study, the latest report offers a renewed and longitudinal perspective, focusing on the significant issue of educator turnover. Two-thirds of U.S. school districts report staffing challenges attributable to a national teacher shortage, with many leaving the profession earlier than scheduled and less entering post-secondary programs in pursuit of teacher licensure.
Work was performed by researchers from the Educator Perceptions and Insights Center (EPIC), with active collaboration from the Kansas National Education Association (KNEA), Kansas Association of School Boards (KASB), United School Administrators (USA-Kansas), and Emporia State University. The survey was deployed and administered to all teachers in the State of Kansas. The 2023 KTRI report had increased participation from the previous study, with a total of 24,000 respondents representing approximately 60% of the state’s educator workforce.
The initiative's relaunch underscores a commitment to capturing the voices of educators and addressing the challenges faced in retaining quality teaching professionals, while seeking to measure, understand, interpret and disseminate data-driven insights that local districts and boards of education can use to address their teaching vacancies and retention rates. At the start of 2022, there were 1,628 reported teaching vacancies in the state. Kansas teachers leaving the profession increased by 31% from 20-21, to 21-22, with an economic impact of the cost of teacher turnover projected at $49 million for the state.
2024 Kansas Teacher Retention Survey State Report.pdf
Mission
The Kansas Teacher Retention Initiative is focused 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.
Goals
Gain a research-based understanding of teacher retention in the state of Kansas
Gather input from teachers across the state of Kansas through a standardized survey instrument
Leverage in-depth analytical tools and processes to uncover data-driven insights related to teacher retention.
Communicate practical information to districts and across the state of Kansas to equip administrators with actionable data
Monitor teacher retention over time to track improvements and continually reinforce actionable plans to curb teacher retention
Read the 2023 Kansas Educator Engagement and Retention Survey Results (PDF)
2024 Kansas Teacher Retention Initiative press release (PDF)
KTRI Summit flyer (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:
6th-8th Grade Educators
Newer educators with 4-11 years of tenure.
The Generation of ‘Millennials’ (Ages 23-38)
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Stay Connected on our Progress
Follow KTRI on Twitter and on the web for monthly updates.
Contact us at teacherretention@emporia.edu.
Thank you again for helping us understand teacher engagement and retention in Kansas.
