In June, Catalyst mailed a survey to 1,548 teachers hired by the Chicago Public Schools in 1998-99 to see if they intended to return to the same school next year; 428, or 28 percent, responded. Of those,
84% said Yes
13% said No
3% were undecided
Of those planning to leave:
54% might transfer to another Chicago public school
25% might leave for another school district
12% might leave teaching
12% gave no response
4% were moving away
3% might teach at the college level
3% might seek an advanced degree
1% might return to substitute teaching
1% might take a leave of absence
Note: Some teachers were considering more than one option. Some teachers who intended to stay put said they wanted to leave but would not.
Why new teachers leave
In surveying newly hired teachers, Catalyst asked those planning to leave their schools why.
The most said
60% a lack of support from the principal
46% the school is poorly run
46% poor student discipline
Many said
41% a lack of support from parents
36% a lack of materials and supplies
30% low student motivation to learn
30% feel overworked
26% a lack of influence over important decisions
23% disagree with school’s teaching philosophy
23% too much paperwork
22% a lack of time to plan
19% a lack of support from other teachers
17% isolation from other teachers
17% class size is too large
Some said
16% moving out of the Chicago area
13% feel unqualified for their assigned position
12% the school is overcrowded
12% the school is unsafe
12% their position was closed
10% don’t enjoy teaching
9% found a better position elsewhere
A few said
7% want higher salary
7% were asked to leave
4% want to pursue other profession
New teachers rate principals
The Catalyst survey asked teachers new to the district last year to rate the support they received from their principals in a number of areas as strong, moderate or little to none.
Percent who said their principals provided strong support on:
Materials and supplies: 44%
Student discipline: 43%
Record keeping: 38%
Instruction: 36%
Percent who said their principals provided little or no support on:
Instruction: 31%
Record keeping: 28%
Student discipline: 27%
Materials and supplies: 22%
Notes: Teachers who reported strong support from their principals were much less likely to leave their schools. This was especially true of elementary school teachers.
Of elementary school teachers who said their principal provided little or no support on instruction, 36 percent planned to leave.
Of those who said their principal provided strong support on instruction, less than 1 percent planned to leave.
New teachers rate colleagues
Catalyst asked teachers new to the district to rate the support they received from other teachers as strong, moderate or little to none. Overall, teachers gave their colleagues higher ratings than they gave their principals.
Percent who said other teachers provided strong support in:
Instruction 54%
Classroom management 52%
Sharing supplies 60%
Record keeping 53%
Overall, newly hired teachers said they received more support from other teachers than from the principal.
On instruction:
13% received little or no support from other teachers
31% received little or no support from the principal
On student discipline and classroom management:
13% received little or no support from other teachers
27% received little or no support from the principal
The high school difference
Across the board, high school teachers reported receiving somewhat less support from their principals than did elementary school teachers. The sharpest discrepancy was on materials and supplies.
Percent who received little or no support from their principal in obtaining materials and supplies
Elementary teachers 19%
High school teachers 31%
Percent of teachers intending to leave their schools who indicated the lack of materials and supplies was among the reasons
Elementary teachers 28%
High school teachers 75%