Why I Left the Teaching Profession and Why I’m Happier for It

When I began my journey as an educator, I was filled with enthusiasm, optimism, and a deep desire to make a difference. I taught in live classrooms brimming with eager students and eventually transitioned to online teaching, reaching learners in diverse corners of the world. I even served as an instructional coach, guiding other educators to refine their craft and ignite inspiration in their students. These experiences enriched my life in countless ways and taught me lessons I will carry forever. But after years of dedication to a profession I once loved, I made the decision to leave teaching behind. Surprisingly, I am not only at peace with my decision but also genuinely happier for it.

This may come as a shock to those who view teaching as a noble calling or a lifetime commitment. After all, isn’t it a privilege to shape young minds and influence future generations? While there’s truth to this sentiment, the reality of working in education is far more complicated. My departure wasn’t because of the students, the challenges of the curriculum, or the communities I served. It was due to the toxic leadership and the adults in the system who weren’t fully invested in the mission. These issues, left unaddressed, are unraveling the fabric of education and driving away passionate, capable teachers like me.

The Classroom: A Place of Joy and Heartache
In my years as a classroom teacher, I experienced firsthand the magic of connecting with students. Their curiosity, resilience, and potential made every lesson feel like an opportunity to spark something extraordinary. Teaching is about relationships, and my bond with my students was the most rewarding part of the job. I saw them overcome personal struggles, achieve milestones they once thought impossible, and grow into confident individuals.

However, these bright moments were often overshadowed by systemic dysfunction. Too often, I felt like a firefighter rather than a teacher, constantly extinguishing issues created by poor planning, lack of support, or mismanagement by those in leadership roles. Instead of focusing on my students’ learning and well-being, I was drowning in bureaucracy, navigating ever-changing expectations, and attempting to compensate for institutional failures.

Teaching Online: A New Frontier with Familiar Challenges
When I transitioned to online teaching, I embraced the opportunity to innovate and reach students in ways traditional classrooms could not. The digital environment allowed for personalized learning, creative engagement strategies, and a broader connection with families. Despite its potential, online teaching was not without its hurdles. The challenges of student engagement, technological barriers, and a lack of consistent policies were significant. But once again, it wasn’t the students or the online format that made the job untenable. It was the leadership’s inability to adapt and support educators adequately in this new modality.

Online teaching highlighted a recurring theme in my career: leadership’s focus on optics rather than substance. Decisions were often made to satisfy stakeholders or fulfill metrics, not to genuinely improve teaching and learning. Educators were expected to perform miracles with minimal resources and without a seat at the decision-making table. The disconnect between those who led and those who taught widened, creating an unsustainable environment.

The Role of an Instructional Coach: Hope Amidst Frustration
As an instructional coach, I hoped to be part of the solution. I wanted to empower teachers, foster collaboration, and implement evidence-based practices that would enhance student outcomes. There were moments when this role felt deeply fulfilling. Watching a struggling teacher gain confidence or seeing a new strategy transform a classroom was incredibly gratifying.

But even in this capacity, the cracks in the system were impossible to ignore. Many of the teachers I coached were disillusioned and burnt out, not because they didn’t care, but because they were operating in an environment that didn’t care about them. Toxic leadership, micromanagement, and a lack of appreciation created a culture of fear and frustration. Teachers were treated as expendable cogs in a machine rather than as professionals with expertise and passion.

As a coach, I often found myself advocating for changes that seemed obvious, reducing unnecessary paperwork, providing adequate planning time, or addressing toxic workplace dynamics, only to be met with resistance or indifference from administrators. It became clear that many leaders were more invested in maintaining their authority and avoiding accountability than in fostering a healthy, productive educational environment.

Toxic Leadership: The True Downfall of Education
It is easy to blame societal issues, unruly students, or disinterested parents for the struggles in education. However, my experience has shown me that these are not the root causes of the profession’s decline. Children and communities want to succeed. They are not the ones failing education; poor leadership is.

Toxic leadership takes many forms: administrators who prioritize compliance over creativity, leaders who punish rather than support, and decision-makers who are disconnected from the realities of the classroom. These leaders create environments where teachers feel undervalued, unsupported, and powerless. They stifle innovation, discourage collaboration, and foster a culture of blame. In such conditions, even the most dedicated educators struggle to thrive.

One of the most disheartening aspects of toxic leadership is its impact on school culture. When leaders fail to model respect, empathy, and accountability, it trickles down to every level of the organization. Teachers become distrustful, morale plummets, and the focus shifts from educating students to merely surviving the day. This toxic culture not only drives teachers out of the profession but also harms students, who deserve better.

Adults Who Aren’t Fully Bought In: A Barrier to Progress
Another significant challenge in education is the presence of adults who aren’t fully committed to the mission. These individuals may show up physically but lack the passion, integrity, or work ethic needed to contribute meaningfully. Whether it’s a teacher who has given up, an administrator who prioritizes their own comfort, or a policymaker who sees education as a political game, these disengaged adults are a drain on the system.

The problem isn’t that every adult in education needs to be perfect, we all have bad days, but rather that too many have lost sight of why they entered the profession in the first place. This apathy creates a ripple effect, burdening those who are still invested and making it harder to achieve collective goals. When adults fail to model commitment, students suffer, and the system falters.

Why I’m Happier After Leaving
Leaving the teaching profession was not an easy decision. It felt like walking away from a part of my identity and from the students and colleagues I deeply cared about. But stepping away allowed me to reclaim my sense of purpose and well-being.

Since leaving, I’ve pursued passions that make me happy and allow me to be creative, free from the constraints of a broken system. As a veteran with PTSD, being pushed out by poor leaders forced me to prioritize taking care of myself because the education system does not value or support self-care. I have rediscovered the joy of making an impact in ways that feel authentic and sustainable.

Most importantly, leaving teaching has given me the clarity to advocate for change from the outside. I still believe in the power of education, and I’m committed to supporting students and educators in ways that go beyond the traditional classroom. Whether through mentoring, community engagement, or policy advocacy, I’m determined to be part of the solution.

A Call to Action
My story is not unique. Thousands of educators are leaving the profession every year, and their reasons echo mine. If we want to reverse this trend and rebuild the education system, we must address the root causes of its decline. This means:

1. Holding Leaders Accountable: Educational leaders must prioritize the well-being of teachers and students. They need to listen, adapt, and lead with integrity.

2. Fostering a Positive Culture: Schools should be places of collaboration, respect, and support. Toxic behaviors at any level must be addressed head-on.

3. Valuing Educators: Teachers deserve fair compensation, professional development, and a voice in decision-making. They are the backbone of education and should be treated as such.

4. Recommitting to the Mission: Every adult in the system must reflect on their role and recommit to the mission of serving students. Education is a collective effort, and it requires everyone to be fully bought in.

Leaving teaching was one of the hardest decisions I’ve ever made, but it was also one of the best. I will always cherish the memories of my time in the classroom and the lessons it taught me. But I’m also excited about the future and the new ways I can contribute to the world of education. For those still in the trenches, know that your work matters, even when it feels thankless. And for those considering leaving, know that there is life and happiness beyond the classroom. Sometimes, stepping away is the first step toward making a difference.

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