Exploring Teachers Leaving the Classroom During COVID-19: A Latent Profile Analysis

• In Event: Using a Quantitative Lens to Examine Teaching in Diverse Communities and Contexts

Abstract

In this study, we analyzed survey data from K-12 teachers (N=221) in a southeastern state who did not renew their teaching contract for 2021-22 to either teach in another school or to leave the classroom. The survey addressed reasons for leaving from prior research and factors related to the COVID-19 pandemic. Teachers reported issues and concerns related to teaching, school climate, student assessment, professional evaluation, and COVID-19, as well as emotional burnout and principal support. Results identified four types of teachers: Burned-out, Profession-affected, COVID-affected, and Supported. COVID-affected teachers (N=44) were more likely to leave the classroom for a different position compared to other profiles. This study sheds important insight on teachers’ reasons for exiting their current teaching contract during COVID-19.

Authors

• Angela D Starrett, University of South Carolina

• Tammiee S. Dickenson, University of South Carolina - Columbia

• Thomas Edward Hodges, University of South Carolina

• Xumei Fan, University of South Carolina - Columbia