Michael F. Easley
Governor
State of North Carolina
Office of the Governor
Governor's Press Office
State Capitol, Raleigh, NC 27603-8001
(919) 733-5612 - Toll Free 1-800-662-7005
FAX (919) 733-5166
For Release: IMMEDIATE Contact: Sara Clark
Date: June 1, 2006 Phone: 919/733-5612
GOV. EASLEY ANNOUNCES 2006 TEACHER WORKING CONDITIONS SURVEY RESULTS
Encourages Policymakers to Study Feedback from more than 2,200 NC Schools and 75,600 Educators
RALEIGH – Gov. Mike Easley today announced that individual school and district results for the 2006 North Carolina Teacher Working Conditions Survey are now available online at www.northcarolinatwc.org. With more than 75,600 teachers and administrators from across the state participating, North Carolina achieved its highest statewide response rate since the first survey was given in 2002. North Carolina was the first state in the country to implement a survey of teacher working conditions. To date, 20 states have followed North Carolina’s lead.
“I encourage policymakers at every level to use this important data as they make decisions on ways to improve our schools, enhance our teacher recruitment and retention efforts and, ultimately, increase student achievement,” said Easley. “Sixty-six percent of the educators in North Carolina invested valuable time to respond to this year’s survey. It is important that we listen to our teachers to determine what changes are needed to best serve our children. Good teacher working conditions result in good student learning conditions.”
Early analysis on 2006 TWC Survey results has found:
• Seventy-eight percent of North Carolina educators agree that their school is a good place to teach and learn.
• The primary concern for teachers is the time they need to do their jobs well. Seventy-seven percent of teachers receive five hours or less of planning time during the work week. Many teachers reported this as the most important factor in promoting student learning, yet it was the area with the lowest satisfaction level.
• Many teachers believe their influence is limited on many school level decisions including establishing and implementing student discipline, determining the content of the professional development they need and deciding how the school budget is spent.
• Teachers view school leadership as an essential element of school success and teacher retention. When asked what working condition most affected a teacher’s willingness to remain at a school, 58 percent responded that school leadership was the most significant factor.