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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The Arizona State Board of Education (ASBE) revealed in its latest enforcement action report that sexual misconduct cases involving teachers increased.
ASBE did note that, out of the hundreds of thousands of educators serving nearly 1.5 million students in public schools across the state, 98 percent of the education workforce didn’t appear in a disciplinary action (97 percent of certificated personnel and 99 percent of non-certificated personnel).
“These findings reinforce that Board discipline remains uncommon relative to the size of Arizona’s education workforce and affects only a small fraction of persons working in Arizona schools,” stated ASBE.
The findings of the ASBE report were limited to adjudicated cases, and excluded those pending or active cases.
Multiple steps must take place prior to any enforcement action occurring. ASBE’s Investigation Unit intakes a report, then investigators work in parallel with law enforcement investigators to review the report. The board then adjudicates the case through several avenues offered to the respondent prior to taking a vote.
Per ASBE data of adjudicated cases, the number of sexual misconduct cases increased by 40 percent over the last two years: there were 94 cases in 2024 and 133 cases in 2025.
In other words, about one-third of the cases that ASBE adjudicated in 2025 (about 380) were related to sexual misconduct. Sexual misconduct cases represented 30 percent of the total cases adjudicated in 2025.
Those findings were consistent with the totals for cases adjudicated from 2016 to 2025. 34 percent of all cases over that time were sexual misconduct cases.
📢2025 AZ Teacher Discipline Report presented to SBE today: ▶️Sexual misconduct: 133 cases, up from 94 prior year, 30% of total ▶️Assault cases – continues 2-year spike – 203 cases (53%) in 2025, up from 143 cases last year. From 2016-25, sexual misconduct still #1 reason 1/n pic.twitter.com/iiQJBwh7sZ
— TheLegalProcess (v3.0 | Instruction Not Therapy) (@ALegalProcess) June 22, 2026
ASBE reported that 670 cases involving sexual offenses occurred from 2016 to 2025.
ASBE stated in its report that it continues to prioritize the investigation of sexual misconduct allegations due to impacts to student safety.
The total cases adjudicated by ASBE in 2025 exceeded the board’s forecasting by about 60 cases.
ASBE said the increased number of cases reflected investments by the state to strengthen ASBE’s educator discipline system by increasing investigation and adjudication resources.
Approximately half of all reports to ASBE came from school officials, followed by less than one-quarter from the Department of Public Safety fingerprint clearance cards.
Applications and records from the National Association of State Directors of Teacher Education and Certification made up seven percent of reports; parents and statements of allegations made up four percent of reports; news media made up five percent of reports; and State Board of Education or another state made up five percent of reports.
Assault cases also increased: there were 42 percent more cases in 2025 (203) compared to 2024 (143).
53 percent of total cases adjudicated were assault cases.
Substance use, fraud, and breaches of contract collectively made up 17 percent of total cases adjudicated.
“Despite year-to-year fluctuations, sexual misconduct and assaultive behaviors consistently comprise the majority of cases reviewed by the board,” stated the report.
The report also noted that sexual misconduct and assaultive behaviors shared historically similar rates of occurrence, however assault-related cases increased dramatically from 2023 to 2025.
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The nation’s biggest union overseeing educators is prioritizing trainings to advance LGBTQ+ justice and defeat white supremacy as student outcomes continue to decline.
The National Education Association (NEA) plans to train educators on these topics through the 2025-26 Focus Academy schedule. Affiliate staff and member teams attend these academies to develop and implement issue organizing campaigns, per the NEA.
The NEA will kick off the holiday season with a three-day training on “Advancing LGBTQ+ Justice and Transgender Advocacy” the week after Thanksgiving.
The training is exclusive to members and allies of the LGBTQ+ community. It seeks to harmonize the LGBTQ+ ideology and strategize to defeat other ideologies opposed to it:
“With partners from the Center for Racial Justice, members of the LGBTQ+ community, and other experts participants will learn how to: establish common understandings about the identities under the LGBTQ+ community umbrella; develop a shared understanding of the anti LGBTQ+ policy landscape and how to develop counter narratives of inclusion and equity; deepen skills and strategies to confront implicit bias, micro-aggressions and stereotypes in the LGBTQ+ community; [and] develop a toolset of tactics for dismantling systems of privilege and oppression as it relates to LGBTQ+ educators and students.”
Academic achievement scores across the nation are dismal, yet the National Education Association teachers' union is focusing an upcoming training on pronouns, gender transition plans, rejecting parents' rights and effectively painting conservatives as "villains". pic.twitter.com/r96uCXqxwE
— Scottsdale Unites for Educational Integrity (@ScottsdaleUnite) November 20, 2025
Within this academy, educators are trained on defaulting to the pluralization of genders, using pronouns, transitioning genders, and implementing the Gender Unicorn.
Then, to kick off the New Year, the NEA will train educators on “address[ing] white supremacy culture.” The NEA emphasized a need for individuals “highly skilled” in handling “white fragility and interpersonal oppressions.” Leaked materials show a term that seems to have fallen out of the wayside in public commentary: Critical Race Theory (CRT).
“Recently, [Republicans] have paired these attacks with fear-mongering about Critical Race Theory, mobilizing their base with a potent mix of racist and transphobic tropes,” stated the training materials.
This focus academy training will have educators complete a campaign plan that details what racial justice looks like:
“Participants will learn how to help themselves and others: establish a common language for talking explicitly about white supremacy culture in a campaign cycle; deepen skills and strategies to confront implicit bias, microaggressions, and stereotypes; develop a shared understanding of the levels of racism with a focus on a power analysis required to make changes at various levels; [and] develop a toolset for dismantling systems of privilege and oppression.”
Defending Education published leaked materials from these academies. Per these materials, NEA leadership harmonizes and equates the issues facing the advancement of LGBTQ+ ideology and Critical Race Theory.
The materials show that the NEA blamed the lack of public support on transgenderism for minors on the political right having “exploited” general ignorance of LGBTQ+ ideology.
“Over the last ten years, Republicans in state legislatures have increasingly turned to anti-transgender rhetoric and legislation as a powerful complement to their arsenal of racist dog whistles used to whip up fear and consolidate power,” said the materials.
The latest Nation’s Report Card by the National Assessment of Educational Progress yielded additional declines in scores across the board for math, reading, and science.
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The steady decline of academic success and moral integrity is an undeniable reality in many Arizona school districts. K-12 libraries are plagued with sexually graphic novels. Science textbooks tout evolutionary theory and climate change nonsense. ELA assignments contain race-baiting themes and false social justice narratives. LGBTQ+ clubs are in full force, while private spaces still pose a safety risk to female students.
Do Christian/conservative teachers have any responsibility to restore order in our public schools? Aren’t they on the frontlines of steering young minds and upholding ethical standards in the classroom? Why don’t we see more exposure of subpar curricula and corrupt policies that fail to protect educators’ constitutional rights at work?
Will this school year be any different, or will Arizona teachers maintain the status quo?
Jessica Tapia’s Story
California educator and parental rights advocate Jessica Tapia
Jessica Tapia is an alumna and former employee of Jurupa Unified School District (JUSD). She graduated from Jurupa Valley High School, secured a full-time position in the district, and eventually landed her dream job as a high school P.E. teacher.
Tapia loved her career and her students, but she loved God foremost. And her faith would soon be tested.
Six years into her career, some JUSD students decided to research Tapia and discovered Christian/conservative posts on her social media page. The juveniles reported their findings to district officials, who conducted an internal investigation. Tapia was placed on administrative leave and admonished to hide her online profile. As a condition of employment, she would also have to agree to use students’ preferred names and pronouns, even without parental consent.
If Tapia complied with JUSD’s policies—including allowing boys to access girls’ locker rooms—she would keep her compensation package and enjoy acceptance among her peers. Otherwise, she faced serious and permanent consequences. Thankfully, Tapia not only believed in the unchanging truth that God created male and female, she was also willing to defend her faith and freedom of speech on school grounds.
Tapia was fired from her dream job, and the woke mob demanded her head on a platter. In a moment of truth, Tapia lost nearly everything she worked hard to achieve, and her reputation was now tarnished. JUSD reprimanded her for unprofessional conduct and accused her of publishing “racist, offensive, and disrespectful” content. No doubt, the most painful experiences came in the form of separating from her students and watching colleagues turn their backs.
This would be a sad story if it ended here.
Tapia knew her rights and filed a lawsuit against JUSD. Turns out, firing a teacher who refused to lie to students and families is not only morally reprehensible, but it’s also illegal. After a long battle with many ups and downs, stretching and testing her faith, Tapia finally won! JUSD settled with Tapia for $285,000 and another $75,000 for her attorney fees. She’s now one of America’s leading advocates for teachers and parental rights in education.
When JUSD violated Tapia’s First Amendment rights, she pushed back. When dangerous transgender policies contradicted her faith—and put female students at risk—Tapia refused to comply. When following orders suddenly meant hiding vital information from parents, she said no. Tapia didn’t cower in fear, take a bribe, or ignore the situation altogether. Instead, she chose to do the hard thing. The right thing.
What’s Your Story?
School board members are elected officials who swear an oath to uphold the United States Constitution. Protecting teachers is their responsibility when it comes to drafting and voting on district policies. Administrators should not manipulate or control this process. Furthermore, school districts don’t have the legal right or moral authority to give ultimatums or blackmail employees into submission. It’s time teachers say, “Enough is enough.”
Transgender ideology is a dangerous lie and a mental illness that shouldn’t be imposed on anyone. Still, K-12 educators often conceal their Christian beliefs to avoid backlash and discrimination. These are the “don’t rock the boat” types. It’s also possible that some teachers are simply unaware or unbothered by high-profile issues on campus. These are the “ostrich” types. For the sake of moral clarity, consider the following real-life scenarios that also degrade our public education system.
We currently have teachers who, for whatever reason, purposely pass unprepared students on to the next grade level. Rebellious teachers hide inappropriate books in their classrooms and read filth to children behind parents’ backs. An increasing number are perpetrating or ignoring signs of sexual, physical, mental, and emotional abuse. Public schools are overflowing with activists disguised as teachers whose sole mission is to advance union agendas.
I say, enough is enough.
Of course, there are a host of problems that educators shouldn’t be blamed for, including:
overspending, mismanagement, and corruption at the district level.
excessive classroom sizes.
laxed or nonexistent disciplinary policies.
the expectation of training fellow teachers without compensation.
submitting to self-important, intimidating administrators (many of whom don’t even like children).
These hardships don’t go unnoticed by parents, community members, and board members who share educators’ concerns. Nevertheless, Tapia’s story is a prototype, a demonstration of boldness that highlights every teacher’s responsibility to always respond with moral integrity and conviction.
It’s simple: Set and keep professional boundaries. Respect students and safeguard their innocence. Be straightforward with parents and never lie to save face. Refuse to be intimidated or comply with unconstitutional policies. Don’t quit in the heat of the battle. Know your rights. If you experience legitimate discrimination on school grounds, consult legal counsel and file a complaint.
Teachers shouldn’t be discouraged when criticisms are ignored and questions go unanswered. Those with the most power are typically the least compelled to solve problems that don’t immediately affect them. Oftentimes, negative publicity is the only way to disrupt the status quo. To be sure, nothing will change if good teachers keep playing nice, remaining silent, or walking away. There’s no outrunning the madness in government schools—you must find the backbone to confront the madness head-on.
Tapia’s testimony aligns with a theme we see throughout the Bible: God rewards obedience and courage; He hates rebellion and cowardice. Tapia’s story is a provocation for teachers to blow the whistle and stand on truth regardless of the consequences. Even if you’re not particularly religious, your First Amendment rights don’t end where bad district policies begin.
This school year can be different than years past. It just takes one good teacher to find their voice and lead the way.
Peoria Unified School District (PUSD) provides just one more example of the radical transformation in school counselors. Once known as the go-to for college and career decisions, the woke movement has leveraged the influence and presence of counselors as tools of indoctrination. I’m sure that sounds harsh and judgmental. And I wish it weren’t true, but it is. Many school counselors include in their approach the sexualization of kids, effectively driving a wedge in families between parent and child by introducing alternative values and morality.
In PUSD, let’s look at Ironwood High School counselors. Ironwoodcounselors is an account on Instagram. These are counselors talking to PUSD kids who attend Ironwood High School. The pictures and related posts are included here, too, unless they get taken down after this is published. If those who impose this stuff on your kids don’t want you to know about it, that is a tell.
Counselors, along with teachers and other school officials, have a decisive influence on students. Parents generally encourage their kids to trust them. Kids typically believe that these people have important things to teach them. This is a blatant abuse of influence and power in the lives of other people’s children.
Take note of the American School Counselor Association logo in the graphic above. Yep. This is not just happening in a few one-off schools. It is a national agenda.
One of these counselors at Ironwood is Paige Carpenter-Swaim. The image below is a screenshot from Instagram; though I cannot find this account now, it is a real picture of a reel.
On February 13, 2024, Ms. Heien, a high school library paraprofessional, emailed Ms. Carpenter-Swaim asking about the Rainbow Library and whether it has been approved for counselors or can be added to the “actual library.” She was told she could apply.
Paige received the email below while procuring the Gay, Lesbian & Straight Education Network (GLSEN) Rainbow Library. GLSEN has an agenda to get these books in the hands – and hearts – of your kids in public school.
In another email, we find not only another school counselor expressing an interest in getting the GLSEN books, but also an English Literature and Language Arts Teacher from Peoria High school.
So, what is in this Rainbow Library created by GLSEN? Their stated mission is to “ensure that LGBTQ students are able to learn and grow in a school environment free from bullying and harassment.” Doesn’t that language seem inflammatory and defensive? I think so.
Over 6,700 schools in 33 states participate in GLSEN’s Rainbow Library, reaching over 5 million students. Deep in the GLSEN site, you can find the Rainbow Library “bookstore,” including “The Lesbiana’s Guide to Catholic School”, which is described here:
Sixteen-year-old Yamilet Flores prefers to be known for her killer eyeliner, not for being one of the only Mexican kids at her new, mostly white, very rich Catholic school. But at least here no one knows she’s gay, and Yami intends to keep it that way.
After being outed by her crush and ex-best friend before transferring to Slayton Catholic, Yami has new priorities: keep her brother out of trouble, make her mom proud, and, most importantly, don’t fall in love. Granted, she’s never been great at any of those things, but that’s a problem for Future Yami.
The thing is, it’s hard to fake being straight when Bo, the only openly queer girl at school, is so annoyingly perfect. And smart. And talented. And cute. So cute. Either way, Yami isn’t going to make the same mistake again. If word got back to her mom, she could face a lot worse than rejection. So, she’ll have to start asking, WWSGD: What would a straight girl do?
Told in a captivating voice that is by turns hilarious, vulnerable, and searingly honest, The “Lesbiana’s Guide to Catholic School” explores the joys and heartaches of living your full truth out loud.
And then there is “Beyond the Gender Binary”.
In “Beyond the Gender Binary,” poet, artist, and LGBTQIA+ rights advocate Alok Vaid-Menon deconstructs, demystifies, and reimagines the gender binary. Pocket Change Collective is a series of small books with big ideas from today’s leading activists and artists. In this installment, “Beyond the Gender Binary,” Alok Vaid-Menon challenges the world to see gender not in black and white but in full color. Taking from their own experiences as a gender-nonconforming artist, they show us that gender is a malleable and creative form of expression. The only limit is your imagination.
These are merely a few examples among hundreds of books.
So, what is the impact of the GLSEN Pride Library in Arizona schools? Just last year, Fox News reported that its “Rainbow Library program has encouraged kids to ‘come out’ to teachers: ‘They trust’ them.” That is spin, plain and simple. Consider the dynamics here. Trusted adults are encouraging kids – directly or indirectly – by providing the Rainbow Library. Kids are naturally curious, and the books look enticing, so why not read them, correct? Presto. Kids are trying out the things in the books with the same sex, etc. Any run-of-the-mill psychologist can explain these grooming dynamics. Then, when a student tells their teacher about their “newfound gender” identity, and that teacher affirms them, they are potentially afraid to say to their parents, yeah “they trust” their complicit teachers.
This suggestive agenda to introduce impressionable minds to sexualized information that can lead them down a path that is not in line with their family’s values is unacceptable. Taxpayers pay for public education.
To my point, the Fox News report states that the Rainbow Library program intro on YouTube asserts that they “have the guidance from the safe space kit on what to do when a student comes out to you. We hear time and time again, especially in places where there really are not that many LGBTQ+ supports for youth already, including more rural locations and more conservative areas that, when a teacher or a librarian rolls out the rainbow library in their location, students start coming out to them because they see that adult as someone that they can trust,” Michael Rady, a GLSEN member and educator, said in the video.
Public education aims for kids to become proficient in core academics, not to be indoctrinated in woke cultural ideologies. These books do not belong in schools, and these discussions do not belong in front of the proverbial chalkboard but rather around the family dinner table.
Correction: A previous version of this op-ed stated that another school counselor got the GLSEN books, but this school counselor simply expressed an interest in getting the books. The article has been updated.
Tamra Farah has twenty years of experience in public policy and politics, focusing on protecting individual liberty and promoting limited government. She has worked at the senior director and advisor level for Americans for Prosperity, FreedomWorks, Moms for America, and pregnancy centers. Tamra currently directs the SMART Families Network at Arizona Women of Action.
