WASHINGTON, D.C., September 24, 2025 — Over 1 in 4 U.S. teachers lack the basic materials or staffing support they need to do their jobs effectively, according to a new Gallup-Walton Family Foundation study released today. Teachers who say they have adequate resources are significantly more likely to report satisfaction with their workplace (77%) than those who do not (44%). A similar pattern holds for professional development: 80% of teachers who rate their growth opportunities positively are satisfied with their jobs, compared with 53% of those who do not.

Gaps in Supplies, Staffing Support

Only 27% of teachers strongly agree they have the materials and equipment needed to teach effectively, with another 45% agreeing. One in 4 teachers (24%) say they do not have enough classroom furniture, while 26% report insufficient access to computers or laptops for student use. More than one-third (35%) lack adequate printing supplies. Additionally, 1 in 3 teachers describe the process of acquiring materials as “very” or “somewhat difficult.”

These gaps are compounded by widespread shortages in essential staffing roles. About two-thirds of teachers say they do not have enough aides or paraprofessionals (65%), behavior intervention specialists (64%), or access to mental health and special education support staff (62%).

Teacher Input Improves the Value of Professional Development

In addition to investigating resource shortages, the study finds that teacher agency in professional development can significantly influence its perceived value and relevance. Sixty-eight percent of teachers who can choose their training workshops say those workshops are at least moderately valuable, compared with just 39% of teachers who do not have input. Similarly, 68% of teachers with agency in workshop selection say their development is relevant to student needs, versus 46% of those with no such choice.

“Teachers are catalysts for change and creativity in every classroom. When we equip them with the tools to succeed and opportunities to grow, they elevate learning and unlock potential for every student,” said Romy Drucker, Education Program Director at the Walton Family Foundation.

Collaboration Outweighs Traditional Feedback

Collaborative planning is the most valuable form of professional development, especially when conducted weekly. Sixty-eight percent of teachers who participate in collaborative planning meetings rate them as highly or moderately valuable to their development. Meetings led by teachers or with no designated leader are viewed as most effective, with 71% rating them as highly or moderately valuable — nearly 10% more so than meetings led by administrators or instructional coaches.

Other collaborative forms of development, such as peer observation and mentorship, are rated more highly than traditional coaching practices. However, while 43% of teachers say observing others has had the greatest impact on their development, only 1 in 3 report having the opportunity to do so.

About the Walton Family Foundation

The Walton Family Foundation is, at its core, a family-led foundation. Three generations of the descendants of our founders, Sam and Helen Walton, and their spouses work together to lead the foundation and create access to opportunity for people and communities. We work in three areas: improving education, protecting rivers and oceans and the communities they support, and investing in our home region of Northwest Arkansas and the Arkansas-Mississippi Delta. To learn more, visit waltonfamilyfoundation.org and follow us on Facebook, LinkedIn, Instagram and X.

About Gallup

Gallup delivers analytics and advice to help leaders and organizations solve their most pressing problems. Combining more than 80 years of experience with its global reach, Gallup knows more about the attitudes and behaviors of employees, customers, students and citizens than any other organization in the world.