Help Teachers Hold On to What They Love
A Moment for the Moment: Where Are We Now?
Nearly two years to the date from the first wave of COVID 19, the surge of Omicron seems to be in retreat, more teachers are back on campus, and classroom seats are full again. In most school districts we have about six to eight weeks until spring break. It’s negotiation time, reassignment time, budget time, and time for teachers to say yes to another year in the classroom.
This time of year has always been a long stretch for educators, springtime energy is rising, but winter fatigue is still lingering. While there is a horizon in sight, it is seemingly far in the distance when considering the energy required to get there.
Teachers Have Suffered and Are Experiencing Burn-out
Teachers are reporting higher levels of fatigue and burnout than pre-pandemic. The statistics are grim. A recent article on NPR.org, More than Half of Teachers are Looking for Exits, sites a National Education Association poll which found that, “the number [of teachers] who say they'll leave the profession sooner has risen significantly since August, and 90% of its members say that feeling burned out is a serious problem.
We Must Recognize the Importance and Urgency of the Moment
This has always been a critical time of the school year. In this school year, we are in the wake of a tremendously difficult time. Coronavirus and all the dynamics of social unrest over the past two years have amplified the experiences in our education systems because schools are at the center of our communities. Political, economic, technological, and all sociological factors deeply impact our schools because education is a human endeavor.
The impact is real and the stakes are high. We must acknowledge the degree to which all educators have been navigating a crisis that has left many in the wake of trauma. The title of a recent KQED interview with a Chicago principal puts it poignantly, “we cannot pretend this pandemic is over.” We must address the social impact of these past two years as part of the recovery process for all those in education. It is vitally important, at all levels of education, that we recognize our role, find the personal agency, take responsibility, and do what is right by our schools, our communities, our families, and most importantly our children who are our future.
Why We Need Teachers to Stay
Education is Relational and Tactical. To further define, the tactical are the nuts and bolts of education: systems, master schedules, content, etc. The relational is the interpersonal or human aspect of the work. Neither stands alone, but the relational is often brushed over as secondary. Teacher turnover impacts our students by way of students losing out not only on the tactical skills teachers bring to their work. Teachers impact their students in deeply relational ways.
As this critical time of year is upon us, keep these statistics in mind:
The average teacher affects over 3,000 students during their career.
Teaching makes the top-five list of “most prestigious occupations,” with 51 percent of people voting it as notable.
More than half of students, 54 percent, say a teacher has helped them during a difficult time.
Most students, 75 percent, say teachers are mentors and role models.
Nearly 80 percent of students say a teacher has encouraged them to follow their dreams.
Almost everyone, 98 percent of people, believes that a good teacher can change the course of a student’s life.
When 83 percent of students say a teacher has boosted their self-esteem and confidence.
87% of people say they wish they had told their best teachers how much they appreciated their efforts.
Nearly all Americans, 94 percent, say we should do more to recognize good teachers.
We Must Act Now to Keep Our Teachers From Leaving
The time is now to lean into the relational aspects of teaching if we are going to keep our teachers. School leaders can build strategic approaches to teacher retention by considering the relational reasons educators cite for staying in their jobs:
Close professional relationships
Sense of team among staff
Can make a difference in students’ lives
Supportive principal
Support from district
Respect from parents/community
TeachWell Participants Describe Support and Wellbeing in Relational Terms
Time: Planning and Reflection
Support: Administration and Team
Collaboration: Problem-solving, Belonging, Support
Relationships: Colleagues, Students, Homelife
Physical Wellness: Exercise, Mindfulness, Sleep
More than ever actions will speak louder than words. School and district leaders must enhance their relational efforts to demonstrate support and value for their staff. Knowing that this pandemic has taken a toll on the entire education system and that administrators are also experiencing similar levels of fatigue and burnout, TeachWell can be a partner and support to you in the effort. You do not need to do this alone. Some options to consider:
Sponsor a cohort of teachers from your school or district to participate in one of our Network for Educator Wellbeing Mini-Series.
Contact us about offering a Burnout Prevention Workshop for your staff between now and spring break.
Bring TeachWell on as a partner in a comprehensive plan to educate mental health and wellbeing.
Consider the following Frameworks for Intentional Leadership.