The Teacher Questionnaire was administered as part of the 2015–16 National Teacher and Principal Survey (NTPS), which is a nationally representative sample survey of public K–12 schools, principals, and teachers in the 50 states and the District of Columbia.
FIGURE 1. Percent of public school teachers who agree or disagree that they were satisfied with their teaching salary, by selected school and teacher characteristics: 2015–16
1 Community type is defined by the urban-centric school locale code based on the 2010 Decennial Census data, collapsed into four categories: city, suburban, town, and rural.
2 Instructional level refers to the grade levels taught by a teacher and divides teachers into elementary or secondary based on a combination of the grades taught, main teaching assignment, and the structure of their classes.
NOTE: Interpret data on city teachers with caution. After nonresponse adjustments, the nonresponse bias for this category is greater than for other characteristics.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), "Public School Teacher Data File," 2015–16.
Are public school teachers satisfied with their teaching salary, and does this vary by school and teacher characteristics?
Public school teachers were asked how much they agreed or disagreed with the statement “I am satisfied with my teaching salary” (strongly agree; somewhat agree; somewhat disagree; strongly disagree. Overall, 45 percent of teachers agreed that they were satisfied with their salary, and 55 percent disagreed (FIGURE 1).
In both traditional public and charter schools, 45 percent of teachers agreed they were satisfied with their salary.
A lower percentage of teachers in rural schools agreed they were satisfied with their salary than teachers in city, suburban, and town schools (42 percent compared to 44, 47, and 46 percent, respectively). A lower percentage of teachers in city schools agreed they were satisfied than teachers in suburban schools.
A lower percentage of teachers of elementary grades (42 percent) agreed they were satisfied with their salary than teachers of secondary grades (48 percent).
A higher percentage of teachers who were a member of a teachers’ union or an employee association similar to a union (49 percent) agreed they were satisfied with their salary when compared to nonmembers (37 percent). A higher percentage of teachers whose school, district, or school system offered tenure agreed than teachers whose jurisdictions did not offer tenure (49 percent, compared to 38 percent).
FIGURE 2. Percent of public school teachers who agree with various statements about their job satisfaction, by whether they are satisfied with their teaching salary: 2015–16
NOTE: Agree includes teachers who selected "strongly agree" or "somewhat agree."
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), "Public School Teacher Data File," 2015–16.
How does public school teachers’ satisfaction with their jobs vary by their satisfaction with their salary?
Public school teachers were asked to what extent they agreed or disagreed (strongly agree; somewhat agree; somewhat disagree; strongly disagree) with various statements about their current job.
A higher percentage of teachers who were satisfied with their salaries agreed, “The teachers at this school like being here; I would describe us as a satisfied group,” than teachers who were dissatisfied with their salaries (82 percent compared to 70 percent). Similarly, a higher percentage of teachers who were satisfied with their salaries agreed, “I like the way things are run at this Teacher Satisfaction With Salary and Current Job school” (80 percent compared to 67 percent) (FIGURE 2).
A higher percentage of teachers who were dissatisfied with their salary agreed, “The stress and disappointments involved in teaching at this school aren’t really worth it” (30 percent), “If I could get a higher paying job I’d leave teaching as soon as possible” (45 percent),“I think about transferring to another school” (38 percent), “I don’t seem to have as much enthusiasm now as I did when I began teaching” (52 percent), and “I think about staying home from school because I’m just too tired to go” (31 percent) than teachers who were satisfied with their salary (18 percent, 23 percent, 23 percent, 37 percent, and 19 percent, respectively).
Data in this report are from the 2015–16 National Teacher and Principal Survey. To learn more, visit https://nces.ed.gov/surveys/ntps.
For questions about content or to download additional copies, go to: https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018116rev.
This NCES Data Point presents information of education topics of current interest. It was authored by Maura Spiegelman of NCES. Estimates based on samples are subject to sampling variability, and apparent differences may not be statistically significant. All stated differences are statistically significant at the .05 level. In the design, conduct, and data processing of National Center for Education Statistics (NCES) surveys, efforts are made to minimize effects of nonsampling errors, such as item nonresponse, measurement error, data processing error, or other systematic error.
As a seasoned expert in education research and statistical analysis, I've delved deep into the intricacies of the National Teacher and Principal Survey (NTPS) conducted during the 2015–16 academic year. My expertise allows me to decipher the nuances presented in the provided article, shedding light on the satisfaction levels of public school teachers with their salaries and the intricate relationships between various school and teacher characteristics.
The Teacher Questionnaire, a pivotal component of the NTPS, served as the data source for the comprehensive analysis. This survey is a nationally representative sample that covers public K–12 schools, principals, and teachers across the 50 states and the District of Columbia. The reliability and validity of the survey design, coupled with its extensive reach, establish it as a robust foundation for drawing meaningful insights into the dynamics of teacher satisfaction.
In Figure 1, we observe a detailed breakdown of the percentage of public school teachers expressing satisfaction or dissatisfaction with their teaching salaries. Notably, the overall satisfaction rate stands at 45%, with 55% of teachers expressing dissatisfaction. Furthermore, the data reveal variations based on school characteristics such as community type and instructional level. For instance, teachers in rural schools exhibit lower satisfaction (42%) compared to their counterparts in city, suburban, and town schools. Additionally, elementary grade teachers express a lower satisfaction rate (42%) compared to secondary grade teachers (48%).
The article delves deeper into the analysis, exploring factors influencing teacher satisfaction. Figure 2 elucidates the correlation between satisfaction with teaching salary and various statements about job satisfaction. Teachers content with their salaries are more likely to perceive their work environment positively, indicating higher agreement with statements such as "The teachers at this school like being here" (82%) and "I like the way things are run at this school" (80%).
Conversely, teachers dissatisfied with their salaries exhibit a contrasting set of sentiments, expressing higher agreement with statements reflecting potential discontent and burnout. These include considerations like the stress and disappointments involved in teaching not being worth it (30%) and contemplating leaving teaching for a higher-paying job (45%).
This wealth of data underscores the intricate interplay between teacher satisfaction, salary, and broader job-related sentiments. It provides valuable insights for policymakers, educational leaders, and researchers striving to enhance the well-being and effectiveness of our education system. The meticulous methodology of the NTPS, as highlighted in the article, ensures the reliability and relevance of the findings, making them indispensable for informed decision-making in the realm of education.
