Burnt, tired, frustrated, at the breaking point. Spend time with teachers these days, and phrases like these will come up often. This is not a new story, but it is certainly true for many people, as the epidemic has radically changed the field of education.
Earlier this year, Rand Corp. Survey Earlier teachers found that stress was the most common reason to leave the profession. The second Survey It was found that almost all teachers agreed that teaching now is more stressful than epidemic. Three-quarters of National Board certified teachers Are working At least 20 percent more than the onset of the epidemic. And the color teachers continue Face A unique form of tension due to institutional racism.
“It’s a different job,” says Channa Bond, a public high school English teacher in Fort Worth, Texas, about peer education. “There is no sleep that makes me tired. It is a physical, mental and spiritual exhaustion. ”
At this point, some wonder if school administrators can do anything to help teachers.
Many things, in fact, according to A. Brief research based on new evidence Ed Research for Recovery, a project by the En Nenberg Institute at Brown University and Outcomes for America, focuses on improving teacher health, a nonprofit that connects policymakers and local governments with research-supported policies.
Some solutions are self-evident, if difficult to implement quickly. Creating a culture of mutual trust between teachers and administrators can improve relationships and bring happiness. And schools that are committed to achieving racial and social justice see low turnover and dissatisfaction from teachers of color.
Others just need flexible and willing school leaders. Asking teachers to design professional development opportunities can boost morale. Similarly, administrative paperwork can improve teacher satisfaction by giving teachers rest and supporting them when considering class management.
“School leaders now have a new kind of urgency to meet the intellectual, social, emotional, and moral needs of their teachers त्यामुळे so they will persist,” says Doris Santoro, a co-author of a professor of education at Bodoin. The author of the college and teacher-centered book “Demoralized.”
Other strategies are briefly listed, such as the usefulness of collecting data on teacher concerns and how trauma-suggestive methods can reduce stress. But its authors say the goal is more than promoting a sense of cooperation between teachers and administrators.
“For me, this is the process and structure through which we work and less about actual policies,” says Olga Price, an associate professor at George Washington University and co-author of the Center for Health and Health Care. In schools. “I think when you bring together people who care about problems, a lot of innovative, effective strategies emerge. And who will take care of the health of teachers more than teachers? ”
This does not mean that strategies are arbitrary. They are deliberately linked to strong research and they were chosen because they focus primarily on communication and collaboration and thus do not require much funding for implementation.
A Anenberg Paper Since last year, which has been briefly mentioned, surveyed nearly 8,000 teachers and found that the most successful teachers are those who can rely on their school leaders for strong communication, reasonable expectations and targeted professional development.
Theoretically, pointing to direct evidence would make it easier for teachers and administrators to agree on what works – and to sell the idea to family and district leaders.
“I think there are a lot of leaders out there who want to implement some of these policies but they have resisted,” says Santoro. “Whoever says, ‘Why bother?’ We have proof here – and much more – at just one click. ”
But there are still broad challenges. Prior to the epidemic, Bond, a Texas teacher, was given extra time to plan lessons with her department. Recently, due to the shortage of alternative teachers and new responsibilities for students ’mental health and socio-emotional health, the time has not come. Even so, owning one is still beyond the reach of the average person. “We’re being told to take time off without giving up,” she says.
One issue that may not be concise, but may be quite simple, is that teachers are hurting and they need space to grieve. In the last year and a half, teachers have lost a lot, Santoro explains. They had to endure the loss of loved ones, time with their students and the familiar idea of what it means to teach.
Bond says her school is still saddened by the death of a colleague and several members of her community. She feels the pressure to move on as if nothing had happened.
“We have people crying in their rooms and in the hallways,” she says. “My colleagues are different than before. I mean, we’re shaking. ”
A simple acknowledgment of that reality – and a little space to work through the emotions that come with it – will go a long way, she says.