Standard errors for table 6: Percentage of all, out-of-field, and highly qualified public and private K–12 teachers who did not teach in the same school in 2000–01 as in 1999–2000 and who reported being “strongly” or “somewhat” dissatisfied with particular features of the school they left, by turnover status and top reported sources of dissatisfaction

Special Analysis 2005-Mobility in the Teacher Workforce- Standard Error Tables

Table SA15

Standard errors for table 6: Percentage of all, out-of-field, and highly qualified public and private K–12 teachers who did not teach in the same school in 2000–01 as in 1999–2000 and who reported being “strongly” or “somewhat” dissatisfied with particular features of the school they left, by turnover status and top reported sources of dissatisfaction

Transfers		Leavers
Source of dissatisfaction	Percent	Source of dissatisfaction	Percent

All teachers
Not enough time for planning/preparation	2.2	Not enough time for planning/preparation	2.4
Teaching workload too heavy	2.2	Teaching workload too heavy	2.2
Salary	2.4	Classes too large	2.3
Student behavior was a problem	2.3	Salary	2.4
Not enough influence over school’s policies and practices	2.4	Student behavior was a problem	2.4
Classes too large	2.4	Not enough influence over school’s policies and practices	2.1
School facilities in need of significant repair	2.2	Computer resources	2.3
Computer resources	2.5	Opportunities for professional advancement	2.3
Little support from parents	2.0	School facilities in need of significant repair	2.4
Required professional development activities did not match career goals	2.1	Required professional development activities did not match career goals	2.4

Out-of-field teachers
Salary	4.9	Salary	3.7
Teaching workload too heavy	4.3	Not enough time for planning/preparation	4.0
Not enough time for planning/preparation	4.9	Teaching workload too heavy	4.8
Not enough influence over school’s policies and practices	4.6	Not enough influence over school’s policies and practices	4.7
Computer resources	4.7	Opportunities for professional advancement	4.8

Highly qualified teachers
Not enough time for planning/preparation	2.9	Not enough time for planning/preparation	3.4
Teaching workload too heavy	2.4	Classes too large	3.4
Student behavior was a problem	2.9	Teaching workload too heavy	3.1
Classes too large	3.3	Salary	3.6
Not enough influence over school’s policies and practices	2.9	Student behavior was a problem	3.0

SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Follow-up Survey (TFS), “Current Teacher Questionnaire” and “Former Teacher Questionnaire,” 2000–01.

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