Understanding How Covid-19 Has Changed Teachers’ Chances of Remaining in the Classroom

23 Pages Posted: 3 Mar 2022 Last revised: 11 May 2022

See all articles by Gema Zamarro

Gema Zamarro

University of Arkansas - Department of Education Reform; Center for Economic and Social Research (CESR)

Andrew Camp

University of Arkansas

Dillon Fuchsman

Saint Louis University - Sinquefield Center for Applied Economic Research

Josh B. McGee

University of Arkansas - Department of Education Reform

Date Written: March 1, 2022

Abstract

The 2020-2021 academic year was a trying year for teachers. We use a nationally representative sample of teachers from the RAND American Teacher Panel to document that teachers’ stated consideration of leaving the profession increased during the pandemic. We also study factors associated with teachers’ consideration of leaving the profession and high levels of job burnout during the pandemic. Approaching retirement age (being 55 or older), having to change instruction modes, health concerns, and high levels of job burnout all appear to be important predictors of the probability of considering leaving or retiring from teaching. Hybrid teaching increased consideration of leaving the profession because of COVID. Health concerns and switching instruction modes are all associated with higher levels of concern about job burnout. Interestingly, those approaching retirement ages do not present higher levels of concern about job burnout than younger teachers. Although increased consideration of leaving and concern about burnout do not yet appear to have materialized into higher attrition rates so far, higher levels of job dissatisfaction could affect teacher effectiveness and could harm student academic progress.

Keywords: Teacher turnover, teacher retention, job burnout, COVID-19

JEL Classification: I20, J28, J18

Suggested Citation

Zamarro, Gema and Camp, Andrew and Fuchsman, Dillon and McGee, Josh, Understanding How Covid-19 Has Changed Teachers’ Chances of Remaining in the Classroom (March 1, 2022). Sinquefield Center for Applied Economic Research Working Paper No. 22-01, Available at SSRN: https://ssrn.com/abstract=4047354 or http://dx.doi.org/10.2139/ssrn.4047354

Gema Zamarro

University of Arkansas - Department of Education Reform ( email )

201 Graduate Education Building
Fayetteville, AR 72701
United States

Center for Economic and Social Research (CESR) ( email )

635 Downey Way
Los Angeles, CA 90089-3332
United States

HOME PAGE: http://works.bepress.com/gema_zamarro/

Andrew Camp

University of Arkansas ( email )

Fayetteville, AR 72701
United States

Dillon Fuchsman (Contact Author)

Saint Louis University - Sinquefield Center for Applied Economic Research ( email )

3700 West Pine Mall Blvd. Fusz Hall, 358
St. Louis, MO 63103
United States

Josh McGee

University of Arkansas - Department of Education Reform ( email )

Graduate Education Building
Room 324
Fayetteville, AR 72701
United States

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