The First Years Matter: Research Insights on Early Career Educators

To better understand the experiences of early-career professionals in independent schools, SAIS partnered with Dr. Carrie Grimes from the Peabody College at Vanderbilt University in the fall of 2025 on an extensive research project. The research included a survey to identify broad trends followed by focus groups designed to explore emerging themes in greater depth. Results revealed the conditions that support early-career professionals’ satisfaction, embeddedness, and long-term engagement.

Independent schools are increasingly challenged by the retention of early-career professionals, a concern that mirrors the broader national teacher attrition crisis. While turnover has long been a feature of the education sector, recent trends indicate a sharp rise in early-career departures, driven by burnout, lack of support, and shifting generational expectations (NCES, 2024; Foley & Torres, 2024). These dynamics threaten the continuity and culture of independent schools, where mission alignment and community cohesion are central. Compounding the issue is a lack of sector-specific research on the experiences of early-career independent school professionals (ECISP), leaving school leaders with limited guidance on how to foster environments that promote long-term engagement. As SAIS deepens its commitment to sustainable and inclusive school leadership, there is a critical opportunity to identify the conditions that support ECISP retention. Doing so will help schools build resilient, future-ready communities that reflect the evolving needs of both educators and students.

Research Questions

The study details 10 findings with supporting quantitative survey data. Within the full report, each finding includes qualitative data gathered during focus groups designed to explore emerging themes. Finally, multiple recommendations are offered for each finding to inform strategic planning moving forward. The hope is that this knowledge and the affiliated recommendations will not only contribute to a more nuanced understanding of early-career professionals’ experiences, but also position SAIS and its member schools to better support, retain, and empower the next generation of independent school educators. In doing so, SAIS can continue to “stretch the potential” of its schools and educators, while advancing its vision of excellence, innovation, and community across the independent school landscape.

• Unsustainable workloads fueled by lack of time and extra roles drive burnout and attrition.
• Inconsistent/absent feedback and unclear pathways undermine retention. Males perceive career growth opportunities more significantly than females.
• Acts of care from and access to leaders are foundational retention factors.
• Lack of role clarity and transparency creates frustration and undermines retention.
• A sense of trust drives motivation and commitment.
• Investment in tailored professional development and graduate study drives motivation and commitment.
• Recognition, appreciation for loyalty, and feeling “seen” are critical to retention.
• Relationships and a sense of community fuel embeddedness. However, some brand new early-career independent school professionals struggle with social disconnection.
• Flexibility and autonomy are strong retention drivers, while lack of planning time is a persistent struggle.
• Support perceptions declined with increased ECISP tenure.