Among the many challenges of 2020-2021 are teacher shortages. Though not a new crisis, the ongoing paucity of excellent and diverse teachers is as important as ever. After all, these professionals create the next generation of doctors, nurses and epidemiologists; support the masses in understanding the logic of vaccinations and climate change; nurture a healthy democracy and civic-mindedness; and develop children’s skills at the most important time in their brain development so they can excel in school, careers and life.
Yet our failure to invest in our teachers, in particular in our teachers’ salaries, keeps too many children from accessing the consistently high quality education they need and deserve. The Teacher Salary Project set out to better understand the role of teacher salaries in contributing to teacher shortages by surveying classroom teachers nationally, with an oversample of recognized and award-winning teachers.
Yet our failure to invest in our teachers, in particular in our teachers’ salaries, keeps too many children from accessing the consistently high quality education they need and deserve. The Teacher Salary Project set out to better understand the role of teacher salaries in contributing to teacher shortages by surveying classroom teachers nationally, with an oversample of recognized and award-winning teachers.
Are Teacher Salaries Sufficient to Recruit and Retain Teachers?
Our survey revealed that 45% of respondents believed that their salary was not sufficient for them to continue teaching for the medium to long-term, assuming all other circumstances do not change (Table 1). An additional 21% were unsure if their salary was sufficient to retain them, leaving only 34% who feel confident their salaries are sufficient to keep them in the classroom longer-term. Teachers of color were far less likely to see their salaries as sustaining them in the profession. Among the 178 respondents of color, 63% reported that their salary was not sufficient to keep them medium to long-term, 18% were not sure if their salary was sufficient to retain them, and just 20% felt their salaries were sufficient to keep them in the classroom longer-term. The elevated concern among teachers of color regarding the adequacy of teacher salaries is likely due to the fact that teachers of color tend to work in lower-resourced schools where salaries are lower and working conditions are harder.
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“I actually moved to this state because at my previous job I could barely afford to eat after paying my monthly bills. This prompted me to move 8 hours away from my home and family to be able to continue teaching and live a somewhat comfortable life.” — Award-winning male teacher of color |
“I’ve definitely held off on starting a family due to my salary. I’m a homeowner but would definitely need a second job if I didn’t have roommates. It is sometimes hard to watch friends leave the classroom for starting salaries nearly double mine.” — Another award-winning male teacher of color |
How much would teachers need to be paid to stay? Answers generally ranged from $50,000 to $150,000, with requests for as low as $45,000 and in one case as high as $250,000 (with a note that $250,000 is what is needed to buy a home in San Francisco). Other common responses to this open-ended question were $20,000 or 20% more than their current pay. A significant number of respondents indicated they were only able to teach because they had a partner who earned a higher income.
Is Low Pay a Key Contributor to Teacher Shortages?
Nearly all (97%) reported that their geography experienced teacher shortages and, as shown in Table 2, 91% believed salaries contributed either greatly (59%) or somewhat (32%) to the teacher shortages in their area. Only 1% believed low salaries did not contribute to their local teacher shortages. Among teachers of color, 96% believed salaries contributed either greatly (70%) or somewhat (26%) to local teacher shortages.
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Are teacher salaries sufficient to live on?
Similar to findings from prior research, 82% of respondents either currently (47%) or in the past (29%) had taken on multiple jobs to make ends meet as a teacher. As Table 3 shows, 53% currently were working multiple jobs, including 17% who were working multiple jobs during the school year that were not related to teaching (e.g., moonlighting in restaurants, driving Uber, etc.). Among respondents of color, 62% were currently working multiple jobs, including 24% who were working multiple jobs during the school year that were unrelated to teaching.
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Another male teacher of color noted:
“My net K-12 salary pays only for my mortgage, HOA, and utilities.
To make ends meet, I teach at five different community colleges; two on-ground and three online.”
“My net K-12 salary pays only for my mortgage, HOA, and utilities.
To make ends meet, I teach at five different community colleges; two on-ground and three online.”
What are the perceived barriers to higher teacher pay?
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Research shows that two-thirds to three-quarters of the public believe teacher pay is too low (71% according to a poll by The New York Times, 78% according to the Associated Press-NORC, and 75% according to NPR). So why don’t we see change? Teachers see the greatest barriers as lack of leadership from policymakers, lack of public awareness or understanding, and, interestingly given its contradiction with the public polling statistics, lack of public support. Only one-third to one-half saw lack of district leadership on the issue, vocal advocacy against higher teacher pay by specific groups or individuals, or lack of teacher advocacy as a significant barrier to improved teacher pay; although, at least 80% of respondents saw each one of these issues as at least somewhat of a barrier.
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The only noticeable differences across demographic subgroups were that 63% of respondents of color saw a lack of district leadership as a significant barrier (compared to 49% of all respondents and male respondents) and 42% saw lack of teacher advocacy as a significant barrier (compared to 34% of all respondents and 26% of male respondents).
Other barriers noted included tax policies and funding systems, general aversion to taxes, misperceptions (e.g., about teachers having summers off, or teachers being glorified babysitters), sexism, apathy, specific legislation, values and culture of disrespect and anti-intellectualism, media or politicians spreading misinformation, too much being spent on administration, sheer lack of resources, and acceptance of the status quo.
Views Toward Differentiated Teacher Pay
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Partisan divides over differentiated or performance-based pay often bring the discussion to a standstill with both research support and teacher support very mixed. From the perspective of teacher respondents, as shown in Table 5, 88% are not at all supportive of higher pay based on student test scores while nearly half (44%) are not at all supportive of higher pay based on teacher evaluations. On the flip side, 59% are very supportive of higher pay for teachers that take on leadership roles and responsibilities in their schools (e.g., instructional leadership or master teachers) and 51% are very supportive of higher pay for teachers in high-need schools. 40% of respondents are very supportive of higher pay for teachers in high-need subject areas (e.g, math, science, and special education). Forty percent of respondents also are very supportive of higher pay for NBCTs, although it is important to note that 25% of all survey respondents were NBCTs.
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Among teachers of color, who more often work in high-need schools, 68% (compared to 51% of all respondents and 48% of male respondents) are very supportive of higher pay for teachers in high-need schools. Respondents of color are also more supportive (56%, compared to 40% of all respondents and 36% of male respondents) of higher pay for teachers in high-need subject areas.
“I think differential pay can be good in theory but can become very bad in practice.”
— Male teacher of color
— Male teacher of color
“Any differential pay system can and will be abused so it needs to be done in a way that does not affect the students.”
— Non-binary teacher of color
— Non-binary teacher of color
“Differential pay cannot be systematized in the ways that policymakers are pushing for. Being recognized as effective does not account for teachers who may be racist or who commit micro-aggressions or who cause harm to students of color.”
— Male teacher of color
— Male teacher of color
Using Federal Funds to Increase Teacher PayAs districts and states look to find the most impactful uses of American Rescue Plan (ARP) and other federal funds, there are many important competing priorities such as summer school, tutoring, student devices, retaining teaching jobs, and professional development. Yet no efforts to accelerate student learning can succeed if teacher shortages persist. Among the allowable uses of these federal funds are initiatives to improve teacher retention and expenses needed to maintain district operations. Teacher pay falls into both categories.
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We asked survey respondents, “As your district and state determine the best uses for the federal ARP funding, coronavirus state and local fiscal recovery funds, and other federal funding, how does improved teacher pay compare in importance to other critical priorities for ensuring high-quality schools for all (e.g., summer school, tutoring, student devices, retaining teacher jobs, teacher professional development, etc.)?”
In comparison to these other important priorities, as shown in Table 6, two-thirds of respondents believe teacher salaries are a very important use of these federal funds alongside other priorities, and 93% believed improved salaries should be on the table. Teachers of color were even more supportive of using district and state ARP funds for teacher salaries, with 77% reporting improved salaries are a very important use of funds alongside other priorities.
Conclusion
While teacher salaries are not the only important policy for attracting and retaining teachers, this survey provides additional evidence that salaries are seen by teachers, including a preponderance of teachers recognized for their talent, as an important factor, both for them personally and for their peers.
These findings, while unsurprising, may be used to address the barriers to increased teacher pay that were identified as most problematic: a lack of leadership from policy leaders and a lack of public awareness and understanding. What can you do?
These findings, while unsurprising, may be used to address the barriers to increased teacher pay that were identified as most problematic: a lack of leadership from policy leaders and a lack of public awareness and understanding. What can you do?
Increased investments in teacher salaries are essential if we are to hire and retain enough excellent and diverse teachers who can create just, equitable, inclusive, joyful, and stable learning environments for every student. Given the importance of teaching quality for student achievement, this will lead to improved student learning, college persistence, career and life success and, in turn, a flourishing, verdant society and planet. There has never been a better time than now. If not now, then when?
WHO WAS SURVEYED? The survey included 1,167 current classroom teachers, over half (58%) of whom had been formally recognized for their accomplishments in the classroom.* Respondents were largely representative of the larger population of teachers** and spanned all income levels.† The survey was administered nationally†† over a six-week period from late April to early June, 2021 via newsletter, email, and social media from The Teacher Salary Project and partner organizations. Given the importance of improving teacher diversity, results were analyzed specifically for teachers of color and men, although these results should be treated with some caution given the relatively small number of respondents from both groups. To illustrate their perspective further, which largely mirrors the qualitative responses of all demographic groups, quotes from male teachers of color are highlighted throughout the brief.
*Specifically, 9% (109) of respondents served as a State Teacher of the Year (STOY) or STOY finalist, 9% (104) served as a Teach Plus Fellow or Teacher Leader, and 25% (290) earned National Board Certification, and 8% (94) served in association or union leadership roles.
** Respondents were predominantly female (84%) and Caucasian (82% plus up to 5% who preferred not to identify their race). Only 1% were from Generation Z (under 25 years old), 37% were from Generation Y (aged 25-40), 48% were from Generation X (aged 41-55), and 14% were Baby Boomers (aged over 55).
† The largest cohort of respondents (42%) currently more than $100,000/year, followed by those earning under $40,000 (15%).
††There was at least 1 respondent from every U.S. state with over-representation from Colorado (16%), Louisiana (9%), Connecticut (8%), and Ohio (8%).
*Specifically, 9% (109) of respondents served as a State Teacher of the Year (STOY) or STOY finalist, 9% (104) served as a Teach Plus Fellow or Teacher Leader, and 25% (290) earned National Board Certification, and 8% (94) served in association or union leadership roles.
** Respondents were predominantly female (84%) and Caucasian (82% plus up to 5% who preferred not to identify their race). Only 1% were from Generation Z (under 25 years old), 37% were from Generation Y (aged 25-40), 48% were from Generation X (aged 41-55), and 14% were Baby Boomers (aged over 55).
† The largest cohort of respondents (42%) currently more than $100,000/year, followed by those earning under $40,000 (15%).
††There was at least 1 respondent from every U.S. state with over-representation from Colorado (16%), Louisiana (9%), Connecticut (8%), and Ohio (8%).
Acknowledgements
We are grateful for the support of Teach Plus, the National Board for Professional Teaching Standards, the Center on Black Educator Development, and several state chapters of the National Education Association in helping to disseminate the survey to the field. We also wish to express our deep gratitude to Justin Carder for his support with the survey programming and administration and the design of this report.
We are grateful for the support of Teach Plus, the National Board for Professional Teaching Standards, the Center on Black Educator Development, and several state chapters of the National Education Association in helping to disseminate the survey to the field. We also wish to express our deep gratitude to Justin Carder for his support with the survey programming and administration and the design of this report.