WASHINGTON, D.C. — In the U.S., 21% of K-12 teachers say they are finding it difficult to get by on their present household income, 52% say they are just getting by, and 28% say they are living comfortably.
These findings are from the Walton Family Foundation-Gallup Staying Power: What It Takes to Make Teaching Affordable and Sustainable report, which highlights the financial pressures facing a substantial segment of the teacher workforce. This report is based on an Oct. 16-Nov. 5, 2025, probability-based web survey of more than 2,000 K-12 teachers in the U.S.
Financial Pressures Lead Some Teachers to Take a Second Job
For many teachers, financial pressures could be a factor in them taking on a second job: Almost half of those who are struggling financially (46%) say they have a side job unrelated to education, compared with 22% of teachers who are living comfortably. Taking on work outside of education may be another indicator that the motivation for having a second job is financial rather than personal fulfillment. While 62% of all K-12 teachers report taking on additional work connected to education, such as coaching or tutoring, 33% say they have held a second job in the past year that is unrelated to teaching, such as ride-sharing, food service or running a side business.
Most Second Jobs Happen Year-Round
Side gigs aren’t just a “summer job” that teachers take while they are off from teaching. Most teachers with a second job (85%) report working that job at least partially during the school year, leaving only 15% who work a second job exclusively during school breaks. Regardless of whether their second job is related to education or unrelated, the vast majority of teachers work that side gig at least partially during the school year.
Teachers who hold a second job unrelated to education are more likely than those with a teaching-related second job to say the additional job negatively impacts their teaching responsibilities. Among teachers with a non-education side job, 34% say their second job has a negative impact on their teaching, compared with 29% of teachers who hold both teaching and non-teaching side jobs and 20% of those whose second job is strictly related to education. Conversely, teachers with a second job related to teaching are much more likely than those with a non-teaching side job to say the extra work positively impacts their classroom responsibilities (40% vs. 13%, respectively).
Financial Strain Tied to Higher Burnout, Less Staying Power
Financially strained teachers are more likely than those living comfortably on their current income to feel burned out at work, and it’s not just about working extra jobs. Half of teachers who are finding it difficult to get by on their present income (52%) feel burned out at work very often or always, compared with about one-third of those living comfortably (34%). After taking household income into account, burnout levels don’t fluctuate much between teachers who do and don’t have a second job, suggesting the financial strain — not just the extra work — is related to higher burnout.
Financially strained teachers are also less likely to have plans for longevity in the profession. Just under half (49%) of those who find it difficult financially plan to remain a classroom teacher for the rest of their career, compared with 54% of those who are getting by and 63% of those living comfortably.
Having to take a second job might be a compounding burden for teachers who are already struggling financially. Of those who are finding it difficult to get by financially and have a second job, just 44% plan to remain a classroom teacher, compared with 63% of those who are finding it difficult to get by but don’t have a second job.
Bottom Line
For a significant portion of teachers, financial strain may complicate their commitment to their students. One in five teachers are finding it difficult to get by on their household income, and just over half are barely making ends meet.
Teachers struggling financially are more likely than others to have a second job unrelated to education (46% say they have at least one). A third of those who have a non-teaching-related second job say it negatively impacts their classroom work. Financially strained teachers are also more likely to feel burned out and less likely to envision themselves teaching long term than their coworkers who are financially better off.
As districts and policymakers confront ongoing staffing challenges, findings from the Staying Power report suggest that teachers may want more career pathways that lead to income growth while allowing them to stay in classroom teaching roles.
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Learn more about the Walton Family Foundation-Gallup Teaching for Tomorrow study.
