The insufficient supply of K-12 language – world language (WL) and English as a second language (ESL) – teachers in the United States has been a pervasive challenge for school administrators seeking to provide language learning opportunities for their students. The issue is complex – including numerous factors that adversely affect the recruitment of future educators as well as their retention once in the classroom. Almost all states report a dearth of WL and/or ESL teachers, and WL is the discipline with the highest predictive teacher turnover rate – whether by leaving the profession entirely (leavers) or opting to move to a different school (movers). In spring 2020, the global health pandemic placed additional demands on all educators, and consequently some reports predict an exodus of teachers from K-12 schools. This article presents the results of a study exploring language teachers’ intention to leave the profession as a consequence of school-related responsibilities and experiences during spring 2020. Data revealed three profiles of K-12 language teachers: stayers, leavers, and conditional stayers. Implications related to influential factors in teachers’ potential decisions to remain in or exit the profession are provided.

K-12 语言——世界语言 (WL) 和英语作为第二语言 (ESL)——美国教师供应不足一直是学校管理人员寻求为学生提供语言学习机会的普遍挑战。这个问题很复杂——包括许多对未来教育工作者的招聘以及他们在课堂上的留任产生不利影响的因素。几乎所有国家都报告WL和/或ESL教师的缺乏，而WL是最高的预测教师周转率的纪律-无论是离开这一行业完全（毕业生）或选出移动到不同的学校（搬运工）。2020 年春季，全球健康大流行对所有教育工作者提出了额外的要求，因此一些报告预测 K-12 学校的教师将外流。本文介绍了一项研究的结果，该研究探讨了语言教师在 ​​2020 年春季因学校相关责任和经历而离职的意图。数据揭示了 K-12 语言教师的三种情况：留校生、离校生和有条件留校生。提供了与教师可能决定留在或退出该行业的影响因素有关的影响。