Teachers Unsatisfied Using their Jobs?
According to results released a few weeks ago from the annual MetLife Survey of the American Teacher, although 82 percent of American teachers are either somewhat satisfied or very satisfied with their career, teacher dissatisfaction could be the highest it has been in Twenty five years.
Taken from the surveys of 1,000 K-12 teachers and 500 principals, the report figured that principals’ satisfaction decreased nine percentage points and teachers’ satisfaction by 23 percentage points since 2008. Most of teachers reported feeling under great stress at the very least several days a week, a significant increase since last measured in 1985.
The 2011 survey, themed “Challenges for college Leadership,” also asked teachers and principals with regards to their greatest challenges, including according to budget issues, community involvement, the Common Core, and professional development.
“Among responsibilities that college leaders face, those that teachers and principals identify since several challenging result from conditions that originate beyond school doors,” they found.
The report centered on eight key findings:
– Principals assume responsibilty for leadership with their schools. Nine in 10 principals (89 percent) asserted ultimately a principal ought to be held accountable for anything that happens to the children in a school. Teachers also held the principals accountable for everything (74 percent), in addition today than a quarter of your century ago.
– The job of an principal is becoming more complicated and stressful. Principals reported higher levels of stress and complexity of the job compared with five-years ago. Seventy-five percent of principals felt that this job has become too complex, and half report feeling under great stress a couple of days a week or more. Although most principals reported using a great deal of control in hiring teachers and making decisions about teachers’ schedules, no more than four in 10 principals said that they had a great deal of treating curriculum and instruction, and selection about removing teachers. Principals said they’d the least control for making decision about school finances.
– Teachers take leadership in schools and think principals do a good job. Although just about one in 10 teachers reported planning to become school principals, half were interested in hybrid, part-time classroom teaching joined with other roles in their school or district. The survey found that half of teachers already undertook formal leadership roles for example department chair, instructional resource, teacher mentor, or leadership team member. These teachers were much more likely than others to feel that an effective principal will be able to develop a strong teaching capacity across a college, share leadership with teachers and also other staff, and evaluation teachers using multiple measures. Eighty-five percent of teachers rated the position their principal was doing as excellent or great.
– The biggest challenges leaders face are beyond the capacity of schools alone to handle. More than half of teachers and principals reported that the school’s budget had decreased within the last 12 months. Eighty-six percent of teachers and 78 percent of principals revealed that it was challenging or very challenging for varsity leaders to manage budgets and resources to fulfill school needs. Greater than seven in 10 educators identified addressing the individual needs of diverse learners and fascinating parents and the community in improving education for students as challenging or very challenging for school leaders.
– Principals and teachers have similar views on academic challenges, but diverge somewhat on their own priorities for leadership. Although principals and teachers generally gave each other high marks, they disagreed somewhat about the skills and experiences should be a school leader. While principals placed the greatest importance on being able to use student performance data to help you improve instruction, teachers said hello was most important for any principal to have had experience like a classroom teacher.
– Teacher satisfaction is constantly decline. According to the survey, teacher satisfaction declined by 23 percentage points since 2008. 1 / 2 of teachers reported feeling under great stress a few days a week – a 15 percent increase since 1985. Less-satisfied teachers were more likely to be in schools where budgets had declined over the last 12 months, and where maintaining an adequate supply of effective teachers and creating tweaking an academically rigorous learning environment was identified as very challenging or challenging for that school leaders. Furthermore, teachers who were located in schools that had declines in professional development and time for collaboration with other teachers in the last 12 months were more prone to be less satisfied. However, almost all teachers (97 percent) gave higher rankings to the other teachers of their school.
– Challenges cited by educators are greater in high-needs schools. Principals and teachers with low job satisfaction and better levels of stress were more prone to work in high-needs schools, and greater proportions of teachers and principals in high-needs schools reported that maintaining a satisfactory supply of effective teachers, and fascinating parents and the community presented challenges. Teachers and principals in schools exceeding two-thirds low-income students were less likely to give their teachers an outstanding rating than in schools with one-third or fewer low-income students.
– Although educators are confident about implementing the Common Core, they are less so about its prospect of increasing student success. Surveys found out that teachers and principals had more confidence that teachers could teach the regular Core than they did how the Common Core would benefit students. The majority of teachers and principals stated to be knowledgeable about the Common Core and express confidence within the abilities of teachers of their school to teach in accordance with the new standards. Most principals along with a majority of teachers considered implementation with the Common Core difficult for their school, along with a majority of teachers and nearly half of school principals reported that teachers are actually using the Common Core a great deal in their teaching. Comparatively fewer educators, however, were confident that the Common Core would improve student achievement and better-prepare students for faculty and the workforce. However, among educators who were more knowledgeable of the Common Core along with schools where teachers reported already while using standards, there was a larger level of confidence that the Common Core standards would improve student achievement. As schools go on to implement the Common Core, the report found, school leaders are striving to meet the significant challenges of educating all students at higher levels while still balance limited resources.