2024 Texas Teacher Poll

Seventy-seven percent of teachers in the representative, random sample statewide poll say they are not paid a living wage. Indeed, adjusted for inflation, the median salary reported by public school teachers in the state in 2023 was $5,000 less than it was in 2020.

The share of Texas public school teachers in 2024 who call lack of funding one of the biggest problems facing their community’s public schools has more than doubled since 2022, rising to become one of the three leading concerns in the Charles Butt Foundation’s fifth annual Texas Teacher Poll.

Leading issues also highlighted in the 2024 poll are well-being and problems in the teaching profession, including low pay, poor working conditions, and a lack of support or respect.

Among a variety of challenges in working conditions, 62 percent of teachers say at least one of their classes has too many students for them to teach effectively. About seven in 10 say their campus does not always have resources available for them to take the personal time off they need.

Given these and other pressures, 78 percent of public school teachers in the state say they have seriously considered leaving their position in the past year. That has held essentially steady since rising steeply from 58 percent in 2020 to 77 percent in 2022.

That said, there are some bright notes. Seven in 10 teachers feel they have a great deal or good amount of influence on the instructional materials they use; about two-thirds say the same about the content they teach. The percentages of teachers who feel valued by their administrators and by their students’ parents have increased since 2022. Encouragingly, comradery is high, with eight in 10 feeling highly valued by other teachers at their school.

The importance of appreciation and encouragement in the workplace is evident. Teachers who feel valued by their administrators and fellow teachers are more likely than others to express positive attitudes about their workplace across a range of measures. They also are less apt to have seriously considered leaving the profession.

The value of workplace support is highlighted in responses to an open-ended question asking teachers to describe the factors that encourage them to remain in the profession. Twenty-eight percent mention their colleagues, leading the list of reasons. An additional 14 percent cite support from their campus or district administrators.

Still, most teachers lack consistent support from their administrators. Fewer than half say their administrators regularly advocate for them in interactions with parents (45 percent) or provide opportunities for them to develop their teaching skills further (43 percent). The percentages fall sharply for motivating them to remain in the profession (30 percent) or encouraging them to advocate for their needs (27 percent). More say their administrators do these things, but only occasionally.

Thirteen percent of teachers are regularly encouraged by their administrators to pursue an additional paid role at their school; an additional 29 percent are occasionally encouraged to do so. Chances to earn additional pay are scarce, with fewer than three in 10 teachers saying their school has adequate opportunities for them to take on paid leadership roles, earn higher pay for effective teaching, or be promoted. As with workplace support, teachers who do have these opportunities are less likely than others to have seriously considered leaving their job.

Sixty-six percent of teachers say their school does have adequate opportunities for unpaid leadership roles. However, these have mixed impacts on retention and, at worst, can spur a backlash: Teachers who say their administrators regularly encourage them to take on additional unpaid roles are more likely than others to say they have seriously considered leaving.

Among other topics, the poll investigates teachers’ experiences with mentoring, a role in which two-thirds have served, in most cases without pay or support. It also examines their use and ratings of instructional materials provided by their school or district. Ninety-one percent rate these materials positively for covering state standards, while about half say the same about their providing real-world tasks or reflecting students’ interests or experiences.

The report also explores factors that teachers call most important in their choice of certification, their views on the barriers faced by their students, the factors they consider most important in school quality, and their attitudes toward school vouchers.

Among notable findings on these items, majorities of teachers say students at their campus face barriers including a lack of guidance in planning for life after high school, housing insecurity, food insecurity, and a lack of resources needed to participate in school events and activities outside the classroom. These reported barriers are especially prevalent among teachers in schools with more students from economically disadvantaged households.

In regard to school quality, a broad 84 percent of teachers say how well the school helps students learn self-management, interpersonal skills, and decision-making is highly important. Nearly as many say the same for supporting students’ sense of belonging and preparing them for careers. Comparatively few say preparation for military service (29 percent) and standardized tests (23 percent) are highly important in school quality.