Why Alabama Charter School Teachers STILL Teach

This month, classrooms across Alabama will come back to life. Teachers will arrange desks, decorate bulletin boards, learn dozens, if not hundreds, of new names, and prepare lessons they hope will spark curiosity. It marks the beginning of another year devoted to helping young people learn, grow, and succeed.

We recently surveyed nearly 600 teachers from across the United States and asked them a simple question: Why do you teach? Their responses were remarkably consistent. Despite the headlines about burnout, bureaucracy, and teacher shortages, most teachers did not describe why they entered the profession in terms of salaries, schedules, or benefits. Instead, they described purpose.

Some teach because they genuinely love their subject. Whether it is mathematics, history, science, music, or literature, these educators want students to experience the same excitement they felt when they first discovered their discipline. One teacher explained simply, “I love math and want students to see it in the same way.” For these educators, teaching is an opportunity to share something that has enriched their own lives.

Others teach because they love working with children. Again and again, teachers described the relationships they build with students as the best part of the job. They spoke about encouraging reluctant learners, celebrating small victories, and watching students develop confidence over time. For many, those daily interactions make the challenges worthwhile.

A third group viewed teaching through the lens of impact. These educators recognize that schools shape far more than academic achievement. They help prepare future citizens, workers, parents, and community leaders. One teacher summarized that motivation in just four words: “Influence the next generation.” That sentiment appeared repeatedly throughout our survey.

Finally, many teachers described their work as a way of serving their communities. Some returned to teach in the same schools they once attended. They viewed education not simply as a career, but as an opportunity to invest in the communities they call home. 

The challenges teachers face, however, are real. The same teachers also told us about increasing workloads, student behavior, paperwork, and the growing complexity of meeting students’ academic and social needs. They were candid about the obstacles they face every day. Yet what stood out most was not frustration. It was commitment. 

That commitment is especially meaningful here in Alabama, where charter schools continue to expand educational opportunities for families across the state. Charter school teachers have chosen to be part of something that is still growing and evolving, but undoubtedly changing life trajectories for young Alabamians. 

One of us serves on the board of Breakthrough Charter School, located in Perry County, which graduated its first senior class this past May. One senior shared that he had always expected to drive a truck for a living. After graduating from Breakthrough and enrolling at Florida A&M University, he now plans to study supply chain management—an opportunity he had not previously known was possible. This is one of many examples that exist across the Yellowhammer State. Whether one teaches in Birmingham, Mobile, Montgomery, Prattville, or elsewhere, they are helping shape not only the lives of their students but also the future of Alabama’s charter school community.

As another school year begins, conversations about education will inevitably focus on test scores, accountability, funding, technology, and policy. Those discussions matter. But before we debate any of those issues, it is worth remembering the people who greet students every morning. 

Behind every classroom is a teacher who chose this profession because they believe knowledge matters, children matter, and communities matter. To Alabama’s charter school teachers – and to teachers everywhere – thank you for choosing to do this work. We are grateful for your commitment, and we wish you a successful, rewarding school year ahead.

David T. Marshall is a professor of educational research at Auburn University. He served two terms as chair of the Alabama Public Charter School Commission and currently serves as chair of Breakthrough Charter School’s Board of Directors. Tim Pressley is an associate professor of psychology at Christopher Newport University in Newport News, Virginia. Both are former teachers.