TORSH survey says coaching is helping teachers stay and reclaim time

TORSH’s 2026 Impact Report found that 78.6% of surveyed teachers say coaching affects their decision to stay in the classroom, alongside self-reported gains in instructional time and practice. The survey of 195 educators points to coaching as both a retention tool and a way to give time back to teachers and coaches.

Why it matters: - TORSH’s findings frame coaching as more than professional development. - The survey suggests coaching may help districts retain teachers during a persistent educator shortage. - The report also links coaching to recovered time for both teachers and coaches, which could ease burnout and improve classroom support.

What happened: - TORSH released its 2026 Impact Report on Sept. 30, 2026. - The report is based on a survey of 195 educators across TORSH partner districts and programs. - The sample included 140 teachers and 55 coaches. - TORSH said the survey found coaching gives more than 45 hours of recovered instructional time per student each year.

The details: - 78.6% of teachers said coaching influences their decision to stay in the classroom. - 50.7% said coaching influences that decision highly. - 78.6% strongly agreed their coach builds a trusting, safe and supportive relationship. - 82.9% reported real agency, voice and choice in coaching. - 84.3% of teachers said they reclaim lost instructional time every day using strategies from coaching. - 40.7% said they reclaim 15 minutes or more a day. - That time adds up to more than 45 hours over a 180-day school year. - 60% of coaches said hybrid or virtual coaching saves three or more hours a week on travel. - 12.7% said they save nine or more hours a week. - Coaches said they use that time for more detailed, timely feedback for teachers (56.4%). - Coaches also said they use the time for personal and planning time that reduces burnout (49.1%). - 91.4% of teachers reported improvement in instructional practice from coaching. - 52.1% described that improvement as significant. - 74.3% said reviewing video of their own teaching improved self-reflection. - Coaches identified time-stamped video comments as the biggest driver of teacher growth, at 45.5%. - Courtney Williams, TORSH’s CEO, said the 45 hours of recovered time amounts to more than a full week of school given back to students. - One Pre-K teacher in a TORSH partner program said timely interventions from a coach kept the teacher on track during a rough school year.

Between the lines: - The report centers coaching as a retention strategy, not just a training method. - The results also suggest hybrid and virtual coaching can expand support without adding as much travel time for coaches. - Because the data are self-reported, the findings reflect educator perceptions and outcomes, not independently measured performance.

What's next: - TORSH said two-thirds of respondents work in early learning and Pre-K programs using practice-based coaching, including home-visiting and center-based models. - TORSH’s K-12 work is expanding through research-backed partnerships. - SESEBA powered by TORSH supports Dual Language Learners. - TORSH said an upcoming partnership with the Division for Early Childhood will support educators and early interventionists working with children with developmental delays and disabilities. - The full 2026 TORSH Impact Report is available here.

The bottom line: - TORSH is pitching coaching as a measurable way to improve retention, protect time and strengthen classroom practice.