The American Montessori Society partnered with Hanover Research to examine the factors influencing educators’ decisions to enter, remain in, or leave the profession. The national study included both Montessori and non-Montessori respondent panels, as well as high school students and prospective teachers enrolled in postsecondary or teacher preparation programs, and explored compensation, workload, work-life balance, professional growth, workplace culture, leadership, resources, morale, and professional fulfillment. It also examined the conditions that may contribute to educator retention or departure. The preliminary findings establish a national benchmark for the education field, offering a clearer picture of the factors that influence educators’ decisions to enter, remain in, or leave the profession.
Compensation and Workload Remain Central Retention Pressures
Among current and former educators surveyed, salary and overall compensation emerged as the leading factor influencing decisions to leave a school or organization. Stress and workload followed, along with personal circumstances, including relocation, family, or health, and challenges related to work-life balance.
The findings suggest that educator retention is shaped not by one issue alone, but by the interaction of compensation, workload, personal circumstances, leadership, school climate, and opportunities for professional growth.
When educators were asked what would encourage them to remain, better compensation and benefits ranked first. Respondents also identified a stronger work environment and school climate, opportunities for advancement, additional time for planning and collaboration, and improved student discipline procedures.
Educators Continue to Find Meaning in Their Work
Despite these pressures, educators reported a strong sense of purpose and fulfillment. Most said they enjoy their work, find personal fulfillment in their positions, and believe their work contributes meaningfully to their communities.
“These findings reveal both the commitment educators bring to their work and the conditions schools must strengthen to sustain that commitment,” said Marriam Ewaida, senior managing director at Hanover Research. “Educators are motivated by the opportunity to influence lives, but compensation, workload, leadership, and workplace conditions shape whether they can build a lasting career in the profession.”
Mission and Human Connection Draw People to Education
Prospective educators reported that they are drawn to education by the opportunity to make a positive impact on students’ lives, mentor and guide others, inspire change, foster inclusion, and contribute to their communities.
Their own experiences as students were the strongest influence on how they viewed teaching as a career. Conversations with current or former educators also played an important role, while media portrayals, political discussions, community perceptions, and family views were less influential.
The findings reinforce that recruitment efforts should elevate the relational, developmental, and community-centered dimensions of teaching, not only its technical responsibilities.
Financial Barriers Begin Before Educators Enter the Classroom
Compensation concerns also affect entry into the profession. Students and pre-professionals identified low salaries compared with other careers as a major reason for not pursuing teaching. Prospective educators also expressed concern about access to scholarships and financial aid, as well as unpaid or underpaid student teaching.
“As a national Montessori organization, we know that the strength of our schools depends on the support educators receive throughout their professional journey,” said Dr. Vanessa Rigaud, director of research and innovation at the American Montessori Society. “This research helps us see the educator pipeline as a connected system, from early interest and preparation to professional fulfillment, retention, and leadership growth. The findings point toward clear priorities: competitive compensation, sustainable workloads, supportive workplaces, meaningful career pathways, and affordable preparation.”
The findings closely align with Montessori education’s commitment to purposeful work, human development, community, and social transformation. Montessori schools and teacher education programs can strengthen recruitment and retention by presenting Montessori as a relational, developmental, and purpose-driven profession, while also building the working conditions that allow educators to thrive.
The survey series includes aligned instruments focused on current and former K–12 educators, prospective teachers enrolled in postsecondary and preparation programs, and high school students considering education careers. AMS and Hanover Research will release additional analyses, including comparisons between national panel respondents and AMS-affiliated respondents and deeper examinations of Montessori-specific trends.