Study Finds Most Teachers Work a Second Job Outside of the Classroom

Source: Education Week, October 10, 2025 Original URL: https://www.edweek.org/teaching-learning/study-finds-most-teachers-...

A new study by researchers at the University of Florida sheds light on a sobering reality for the U.S. teaching workforce: nearly two-thirds of teachers now hold a second job to make ends meet. Drawing on federal teacher data spanning nearly three decades (1994–2021), the study highlights how economic pressures are reshaping teachers’ professional lives—and influencing who stays in the classroom and who leaves.

The researchers found that most teachers who take on additional work do so within their school systems, commonly through after-school tutoring, coaching, summer programs, or administrative roles. These internal supplemental jobs typically increase annual income by about $3,250, a modest but meaningful boost for educators facing rising costs of living. Importantly, teachers who supplement their income within the school setting were more likely to remain in the profession than those who did not take on extra work at all.

In contrast, teachers who pursued second jobs outside of education—such as delivery driving, adult education instruction, or skilled trades—were more likely to leave teaching altogether. The study suggests that external employment may signal deeper financial strain or burnout, pulling teachers further away from their professional identity and school communities.

Education Week interviews included teachers juggling classroom responsibilities with work for DoorDash, evening adult education classes, and even electrical contracting. One early childhood educator, Monique Cox, described driving for DoorDash to manage everyday expenses such as gas, groceries, and family needs. Her experience reflects a broader trend: teachers increasingly rely on gig work to bridge the gap between wages and the cost of living.

For educators and school leaders, the findings underscore a critical distinction. Not all second jobs are equal in their impact. Supplemental roles embedded within schools—though still a symptom of undercompensation—can strengthen ties to students and colleagues and may even offer professional growth opportunities. External jobs, however, often increase exhaustion, reduce time for planning and recovery, and heighten the likelihood of attrition.

The study also reframes teacher retention conversations. While much attention has focused on working conditions, stress, and student behavior, financial sustainability remains a central driver of teacher turnover. When teachers must look beyond education to support themselves and their families, the profession risks losing experienced educators to more financially stable careers.

For policymakers, the findings reinforce calls for competitive salaries, reliable stipends for extra responsibilities, and cost-of-living adjustments, particularly in high-cost regions. For school leaders, the study invites reflection on how districts structure supplemental work and support teachers who are struggling financially.

Ultimately, the research makes clear that teachers’ second jobs are not about ambition or side hustles—they are about survival. Addressing this reality is essential not only for teacher well-being, but for the long-term stability and quality of the education system itself.

Original Article

Study Finds Most Teachers Work a Second Job Outside of the Classroom
Source: Education Week, October 10, 2025
Original URL: https://www.edweek.org/teaching-learning/study-finds-most-teachers-...

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