By Staff Reporter |

Supportive leadership, collaborative freedom, and safe campuses are the leading reasons why thousands of Arizona educators say they don’t quit education. 

A new survey from the Arizona Department of Education (ADE) polled more than 9,300 current Arizona teachers during the 2025-2026 school year on their reasons for staying in the profession. 

More than 2,000 teachers (22%) completed the survey. ADE disclosed that it excluded the responses of approximately 170 teachers that were ultimately deemed ineligible upon further screening. 

According to ADE interpretation of the data, a majority of these educators cited strong leadership support, the ability to collaborate with other educators, and safe campuses as among their highest priorities. Districts who meet these criteria for their teachers have better chances at higher rates of K-12 educator retention, they say. 

Superintendent of Public Instruction Tom Horne said the results of the survey confirmed his sentiments on the matter, which he has vocalized in interviews with the media and implemented through ADE policy. Horne said tapping into available state funds would alleviate one key issue raised by educators in the survey: teacher pay.

“This survey confirms what I have consistently said about educators needing support from their school leadership, a collaborative and safe workplace environment, and higher pay,” said Horne. “Arizona is facing a catastrophic teacher shortage, but this survey shows there are some answers that can be implemented immediately, although more effort needs to be made to raise teacher pay. That is something I have consistently fought for and can be done without raising taxes because there is money available in the state land trust.”

93% of responding teachers said they planned to return to a teaching position for the 2026-2027 school year. 7% said they did not.

Nearly 77% of respondent teachers collectively said they felt safe and supported at their school site. Nearly 75% said they felt their school fostered a positive and collaborative environment. Nearly 74% said they felt they had autonomy to make instructional decisions for their students. Nearly 71% said they felt valued and respected by school leaders. About 70% said they felt they had access to the instructional resources and materials they needed to be successful.

Class sizes at their school were manageable according to most (nearly 700 agreed), followed by a close-second majority who said they disagreed (nearly 400), and those who strongly agreed or were neutral were close in numbers (more than 300 respectively). Those who strongly disagreed with the sentiment totaled 160. 

A strong sense of belonging in the school community was present for most (more than 700 who strongly agreed), followed by a close-second majority who said they agreed (nearly 700), then those who said they were neutral (nearly 300), then those who said they disagreed (about 150), and those who said they strongly disagreed (about 60).

However, teachers indicated that they had insufficient time during their work days to complete non-instruction tasks. Close to 600 teachers said they disagreed that they had sufficient time, followed by more than 500 who strongly disagreed. 360 teachers said they agreed they had sufficient time, nearly 300 were neutral on the matter, and 150 strongly agreed.

Teacher pay came a close second for highest levels of dissatisfaction among respondent teachers. Only 38% overall said they felt their salary was competitive with similar positions in the state.

More than 500 teachers said they agreed that their salary was competitive with similar positions in the state, and 190 said they strongly agreed. More than 400 were neutral or in disagreement, respectively. More than 300 said they strongly disagreed. 

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