by Matt Hurt
Last week Jim Bacon published an article about the fact that our teacher vacancy rate problem is not all about salary, and I agree that other factors also contribute to this problem. ย Jim also posited that โItโs caused by teachers dropping out of the profession because they think their jobs suck,โ and recent data seem to support an approximation of this idea.
This spring some of my colleagues and I were able to obtain and investigate the annual School Climate and Working Conditions Survey results from 2023. We specifically focused on the teacher results and were able to confirm a major tenet in the educational world: climate matters!
The survey questions were categorized as indicated in this spreadsheet. There were significant, positive correlations among all of the categories and SOL performance both at the school and the division levels of analysis. Conversely, these correlations were significant and negative with teacher vacancy rates. One singular question — overall, my school is a good place to work and learn — had the greatest overall correlation with both SOL outcomes and teacher vacancy rates. In other words, teachers were less likely to leave divisions in which they wanted to work, and those divisions produced better student outcomes.
Table 1 below attempts to better illustrate these relationships. Most of the questions were presented in a Likert scale with a range of answer options from one to six (six being the most favorable response). These results were aggregated by region, and the statistics below indicate the percentage of possible points for each category of questions. All values are color coded as follows: green most desirable, red least desirable, and yellow most central.
Table 1: Aggregate teacher survey results, teacher vacancy rates, and SOL pass rates by region in 2023.













