Nearly every West Virginia teacher (99%) agrees that teaching is more than a profession; it is how they make a difference in the world. This sentiment is reflected in their reasons for becoming a teacher, which include the following:
Far fewer West Virginia teachers say they chose their career for reasons unrelated to students or the love of learning—for example, to have summers off (17%).
100% of West Virginia teachers see their roles extending beyond academics to include things like reinforcing good citizenship, building resilience and developing social skills.
Still, West Virginia teachers acknowledge many challenges in their profession.
Complex classroom dynamics also add to the challenges in West Virginia’s classrooms, and teachers are working with students of varied learning levels and characteristics.
Notably, 84% of West Virginia teachers agree that the rewards of teaching outweigh the challenges. Further, the majority of West Virginia teachers feel gratified by their careers, with a full 89% saying they are either satisfied (55%) or very satisfied (34%) in their profession.
National data reveal teachers overall are more likely to say they are very satisfied in their jobs when they feel the voices of teachers like them are heard. In West Virginia, a strong majority of teachers (63%) feel their voices are heard in the schools where they teach. That perception changes, however, the further away teachers get from their school. Far fewer West Virginia teachers feel heard at the district level (21%), and fewer still at either the state or national level (5%). This pattern is consistent across all states. The Primary Sources study is one part of the solution to this challenge as it widely shares the views of teachers in West Virginia on the most pressing issues facing education today.