Before you begin analysis, let’s examine the context for the SCTWCS and how it differs from other surveys that measure climate, culture, or conditions in schools. To state the obvious, schools and school staffs are complex systems. This survey was not intended to get a sense of every factor that exists within buildings but to focus specifically on the ones research has linked with stronger teacher efficacy and retention. As a result, many factors you may be accustomed to seeing from other surveys (such as facilities) are not considered here.

Recognizing that teaching is inherently challenging and multifaceted work, SC TEACHER has adopted a unique structure for the survey instrument, focused on how and to what extent demands of teachers’ experiences are balanced by resources on which professionals can draw to avoid burnout. The survey assesses a total of 11 areas: seven resources (factors that support teachers’ professional practice, growth, and resilience when under pressure) and four demands (factors that add stress or pressure on teachers’ practice and well-being).

The extent to which these resources and demands are balanced effectively produces two outcomes: job satisfaction and intention to stay in the classroom. Additionally, three areas of mentoring support for new teachers are also included (support for teaching, support outside of teaching, and proximity), as these factors are shown to link to effective induction and early career retention.