Amy Vitala is a leadership consultant, long-time educator, and trauma-informed coach who supports both individuals and organizations. A former teacher, district trainer, and edtech startup executive, Amy is passionate about educator satisfaction, employee wellness, and workplace culture. Amy holds a doctorate in Teacher Leadership and has spent more than a decade working with leaders and educators across the U.S. to affect positive change in K12.
Teacher Attrition & Retention
In my last K12 Digest article, written almost two years ago, I discussed teacher attrition and retention. The article examines the data surrounding teacher satisfaction (or lack thereof), high attrition rates, and potential strategies for retaining our early-career educators.
We understand from the research, for instance, that new teachers are 250% more likely to quit than their tenured colleagues, and nearly half of all educators vacate their position in the first few years. Alternatively-certified teachers are even more likely to resign. With over half of our educators considering a resignation earlier than originally planned, it’s critical to reflect on the drivers of attrition and intentionally address teachers’ needs around resources, support, and work environment.
After a few years of focusing on why teachers were dissatisfied in their roles and how to combat teacher attrition, I began looking at the issue from another angle. I grew curious about the teachers out there who are thriving and began considering what we might learn from educators who are genuinely satisfied with their jobs?
Teacher Happiness
I decided to pose a few questions to thousands of educators and heard back from over two hundred of them who expressed satisfaction in their roles. Why are they happy in their roles? Why do they remain at their schools? What keeps them going?
I read every word teachers shared and analyzed their responses, wondering which factors might be influenceable by school and district leadership. While exact quotes and all identifying information will be protected, this article will share conclusions drawn from those responses and identify four core, actionable themes that emerged from the data.
Insights for Building Leaders
Some of the reasons teachers cited as contributors to their satisfaction are simply out of our control as K12 leaders, such as having a short commute, a desirable district calendar, rockstar students, or membership to a strong union. Perhaps surprisingly, several classroom teachers cited pay as a primary reason they stay. Unfortunately, most leaders don’t have much say in teacher salaries or the district calendar.
So what is it that K12 leaders can do when it comes to ensuring the wellbeing of their teachers? Four clear themes emerge when we examine teacher responses, offering some guidance when it comes to fostering teacher satisfaction. Let’s take a look at the ‘happiness’ factors that are more readily influenced by educational leaders.
Community
Many respondents cited enthusiasm around a sense of community and belonging. Some mentioned feeling supported by the parent community, while others mentioned what an honor it was to contribute to their immediate community. But the key highlight from this theme was immediately evident: coworker relationships can make or break the teaching experience.
Research has shown for years that having even just one close friendship at work has a tremendous impact on employee wellbeing. Gallup Poll results suggest those who have close coworking relationships are seven times more likely to be engaged at work. Researchers also concluded the best predictor of higher wellbeing & engagement at work is not what people are doing – it’s with whom they are doing it. Responses from teachers supported this, with references to eating lunch with coworkers daily, spending time together outside of work, and having each others’ backs. There were even references to colleagues as ‘family’.
A leader might believe they can’t control teacher-to-teacher relationships, but they can think about ways they can set the stage for informal teacher collaboration, both on and off campus. Rather than a jam-packed teacher workday, for instance, administrators may consider how to create spaces and opportunities for unstructured teacher time. During new teacher orientations, in addition to school policies and pedagogical training, perhaps activities can also include those aimed at relationships and staff bonding. This might sound ‘fluffy’ to some, but this recommendation is supported in my dissertation research as well. The data is clear: teachers want unstructured, informal time to be together.
Culture & Mindset
These two themes went hand-in-hand. Rather than a culture of overworking and competition, happy teachers referenced school cultures centered around collaboration, support, respect, and healthy work boundaries. Some mentioned former workplace situations that were less desirable, with one teacher saying her previous school environment was ‘every person for themselves’. Topics of helping one another out and coming together to support their community arose multiple times when discussing why teachers remain at their current schools.
Several educators indicated their satisfaction stemmed from a culture of respect, where they felt ‘heard’ by their leaders and treated like ‘human beings’ as opposed to just another employee. Numerous respondents referenced work-life balance and prioritizing mental health as reasons they were thriving. Some mentioned self-imposed mental health priorities, while others credited their administrators as cultivating a mindset of leaving work at school.
Autonomy
One of the most common words that appeared in the responses was ‘alone.’ Where support from leaders is crucial, especially for early-career staff, satisfied teachers appreciated the leaders who give them space. Administrators received praise for being present when needed, but happy teachers said they felt trusted as professionals. They have the freedom to be themselves, teach how they want (within reason,) and guide their own professional learning. This lack of micro-management from superiors was a driving theme for educators when reporting why they stay at their schools.
Administration
Administration (technically ‘admin’) was mentioned 138 times, the most frequently-occuring word by far. While there were certainly glimpses of administrative involvement in the above sections on community, culture, and autonomy, I feel the impact of administrator behavior on teacher happiness deserves a section of its own.
Dozens of teachers credited building administrators with making them feel safe and supported. They commented on how their leaders have their backs, regularly show empathy, assist struggling teachers, and offer advice without condemnation. A handful of respondents said administrators take an interest in who they are as people, with one sharing that her admin was like a parent to her, and the top reason why she stayed at the school. Love and respect from administration appears to be valued tremendously by happy educators.
The little things
In addition to the core four themes shared above, it’s worth mentioning that the small things add up. When sharing why they are satisfied in their roles, several teachers cited reasons you might not immediately expect: staff taking collective pride in their clean buildings, administrators who are intentional with teacher scheduling, and leaders who show they care for their staff in little, thoughtful ways.
I once had a (now former) principal tell me it ‘wasn’t her job’ to be a cheerleader or make the teachers feel good about their work. With all due respect, I wholeheartedly disagree. And the data does as well.
Reflection Questions: Retaining Happy Teachers
- What are the “little things” you already do or could do for teachers and staff?
- How do you / might you communicate and model work-life balance and boundary-setting to help prevent teacher burnout?
- Are there authentic ways you can help foster community-building, such as facilitating teacher-teacher activities?
- Do your teachers feel safe and empowered as qualified educators? Trusted as professionals?
- How do you show up for your teachers in both good times and challenging ones?
Resources
https://www.weareteachers.com/why-teachers-quit/ https://www.edweek.org/leadership/how-many-job-openings-are-there-in-public-schools-and-universities/2022/06
https://learningpolicyinstitute.org/product/teacher-turnover-report
https://www.weareteachers.com/teacher-shortage-statistics/ https://www.epi.org/press/more-than-half-of-teachers-do-not-feel-supported-and-one-in-four-has-considered-quitting-as-a-result-challenging-working-environment-contributes-to-the-teacher-shortage/
https://news.gallup.com/businessjournal/127043/friends-social-wellbeing.aspx
https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13/