The newly released "Why I Stay: Educator Retention Survey 2026" paints a complicated picture of teacher retention in Arizona: many educators say they remain because they feel safe and connected to students, even as pay and workload push others toward the exit.
Safety and relationships drive retention
The survey, which collected responses from certified teachers who have chosen to remain in the classroom, found that the most frequently cited reason for staying was the relationship with students and the sense of impact teaching provides. That reason appeared in 1,029 open-ended responses, the largest single theme identified by researchers.
“I feel vindicated because that’s what I talk about when I talk to the legislature every year,”
State Superintendent Tom Horne said as he highlighted the survey’s focus on safety, noting the number of sworn officers assigned to Arizona schools has grown from 117 when the program started to nearly 500.
What the numbers show
Alongside the emphasis on safety and school climate, the survey revealed mixed views on other workplace factors. A substantial majority reported feeling safe and part of a positive community, while opinions about leadership and professional growth varied more widely. Pay and workload emerged as the most persistent grievances.
| Topic | Reported agreement range |
|---|---|
| Feeling safe / positive school community | 70%–85% |
| Leadership, professional growth, student supports | ≈55%–70% |
| Workload manageable (time, class size) | 30%–50% |
| Salary competitive | <40% |
Retention is not always voluntary
The survey also flagged a form of “conditional retention.” Some educators said they stayed because retirement was near, financial obligations limited other choices, or they had few alternatives — reasons that indicate staying is sometimes a default rather than a reflection of strong workplace satisfaction.
- Top stay factor: relationships with students and sense of impact (1,029 mentions).
- Major strengths: perceived safety and positive school climate (70%–85%).
- Major challenges: workload and compensation (manageable workloads 30%–50%; fewer than 40% say salary is competitive).
Horne described the situation as urgent, warning that the state faces a moment when “more teachers are leaving than are coming in.” The survey was framed to identify strengths within the system to help craft retention strategies: what is working, and how can districts build on it?
Local implications and next steps
For school leaders and policymakers, the findings suggest two simultaneous priorities: preserve and strengthen the school climates that make teachers feel safe and valued, and address the persistent structural drivers of turnover — chiefly pay and workload. The data also underscores that some retention will change only with broader financial or labor-market shifts if teachers are staying out of necessity rather than choice.
As districts weigh responses, the survey offers a practical prompt: bolster what keeps teachers in place — student connections and safe environments — while pursuing targeted changes in compensation, class size and time demands to convert conditional retention into long-term commitment.
Those interested in how their district performed or looking for detailed breakdowns should watch for the full survey report and follow-up briefings from the state superintendent’s office and local school boards.
