Dr. Connie D. Stevenson, an Atlanta area native, is currently the Director of Executive Communications for Atlanta Public Schools. She has a background as a Special Education teacher, Assistant Principal, and Director of School Choice and Student Assignment for the DeKalb County School District. Passionate about advocating for children, especially those with disabilities, Dr. Stevenson mentored countless students and helped families navigate educational options. She has spoken on various platforms, including CBS Radio, and served in leadership roles in numerous organizations. She holds advanced degrees in Psychology, Special Education, Education Leadership, and a Doctorate in Education.
Who will teach the children? Teachers are leaving the profession, and the preservice pool to replace them is drying up. According to the National Center for Educational Statistics, the number of college students earning degrees in education is plummeting. But why? Why is the profession, historically known to be one of the most stable, experiencing staffing issues? Let’s explore.
Society must take a hard look at the harsh realities facing our education system and invest in educators. The pressures are up, but the salaries are down. Teachers are taking their transferable skillsets and transitioning into fields with salaries commensurate with the workload and responsibilities. When the compensation is not enough, the consequence is vacant teacher positions, and classrooms staffed with uncertified substitute teachers. Parents understandably complain, but there are few qualified applicants. Surrounding districts compete for top talent, and once they’re all hired, vacancies remain everywhere else. When the compensation is not enough, students continue to fall behind academically due to the lack of high-quality, well-trained teachers. This leads to diminished test scores. When the compensation is not enough, society suffers.
Teachers are fed up. Whether they’ve always had a deep love for teaching or their desire to teach manifested from life’s circumstances, many are seeking other careers. From the increased demands and accountability compared to the salary, to the student behaviors compared to the salary, to the lack of support compared to the salary, many agree it is not worth it.
Social media has provided educators with a platform for the exchange of ideas and opportunities and for sharing meaningful experiences. It has also offered a stage to vent and commiserate about the mounting pressures and shocking occurrences in their schools. In September 2024, a teacher anonymously posted in an online education group that they had just quit their teaching job due to stress that landed them in the emergency room twice. As the semester evolved over the next several weeks, other anonymous posters lamented their feelings regarding the field. One shared, “I HATE teaching now…..my chest hurts every day, my blood pressure is up, my students are low, and I feel like I’m teaching to the walls.” Another shared, “I cannot wait to leave education. I’m trying to find the love I had for it in college. It isn’t there anymore. Between the parents, administration, pay, and disrespectful children, I am done.”
The sentiments shared by these educators are a glaring insight into the world of today’s educators. While those dissatisfied may not share the same root cause of their despair, many share the same solution: finding another job. Teachers have been heard uttering, “I’ll be a store greeter before I sign another contract to come back here.” The exodus is leaving gaping holes in adequately staffing schools and school districts.
For many, the days of honor surrounding being a member of a revered profession where they labor to help shape tomorrow are gone. What was once a labor of love is now just laborious. Student misbehaviors have increased, while parent and administration support has decreased. The village concept is no more. Teachers find themselves in situations requiring them to defend their position and actions with parents who are oblivious, in denial, or outright apathetic about their child’s misbehavior in school. Some are subjected to “don’t call me at my job,” “you’re the teacher, handle it,” or, in some cases, teachers are unable to make contact because parents have blocked the school’s phone number to avoid being confronted with their child’s misbehavior.
But in a world of test scores and climate ratings, disruptive classrooms and discipline can be on the rinse-and-repeat cycle. Students may or may not face what is considered an appropriate consequence for their behavior; nevertheless, in some situations, the offending student has returned to the same classroom or school at the conclusion of their punishment. When this occurs, the teacher is constantly reminded of the offense, placing them in what can be an uncomfortable situation. However, administrators are under their own set of pressures. As previously mentioned, test scores and climate ratings rule the day, and everyone has to answer to someone. The challenges roll downhill.
No one has ever become a teacher to become rich. However, there have always been certain things they could count on. Teachers knew they would be treated as professionals by administration, students, and parents; they knew they would be able to enter their classroom and TEACH and make a difference, and they knew that even though they may have had to purchase items for their classroom out of their own pockets, grade papers in the evening or on weekends, and often serve as surrogate parents, teachers knew they were appreciated.
As educators continue to walk out the door, the impact may inevitably devastate our communities, the nation, and the world. Who will teach the children?