In the fall of 2015 the Georgia Professional Standards Commission reported a worrying statistic: 44% of public school teachers in the state leave within the first five years of employment. 1 What follows is a report on the findings of a Georgia Department of Education survey taken from over 53,000 educators in the state on the possible reasons for this attrition. Before dissemination, the survey was vetted by members of the state superintendent's Teacher Advisory Council.

After asking about the teachers' school districts, grade level, and years of experience, the bulk of the survey focused on whether current teachers would recommend teaching as a profession to the next generation, and why so many teachers are leaving education. Two out of the three respondents stated that they are unlikely or very unlikely to recommend teaching as a profession to a student about to graduate high school-an alarming figure considering the substantial role that teachers play in motivating students to pursue a job in the field.

Next, the respondents were given a list of eight possible causes for the high attrition rate. These options were chosen from elements of education that may be directly affected through policy. For this reason other influential causes (e.g. raising children, student discipline) were not included. There was also provided space to expand on why teachers believe their first ranked cause was such an issue. Through these two inquiries teachers described a profession that was overcrowded with mandated tests, evaluated by unfair or unreliable measures, and constantly being changed without any input from the professionals inside the classroom. All occurring while being compensated poorly when time and experience are taken into account.

The final question asked for additional reasons that teachers may be leaving at such a high rate. The tens of thousands of responses displayed the effects of the current state of teaching in Georgia: a workforce that feels devalued and constantly under pressure. Without significant changes in the future, what is a significant problem now may well be a crisis in the future of teaching, if it is not already.

Included throughout this report are quotes found directly from the survey. It feels appropriate that an account of the perception of educators should give room to actual transcribed concerns from teachers.