Teachers have complex and demanding jobs. A large percentage of the population believes that teachers have it easy with summers off and early ends to the workday, but this is far from the truth. Yes, most teachers have 8 weeks off in the summer, but that time was earned by working 60+ hour workweeks throughout the school year. We are only paid for 10 months of work, and teaching has never been known as a lucrative profession. Ask any teacher; the last two years have been the toughest with increasing workloads, technology demands, and stressful schools. It should not be surprising that fewer college students are pursuing degrees in education, and teacher shortages are making headlines nationwide. During the past decade, education majors have declined by 30% (Washington Post, 2022). The National Education Association reported that more than half of teachers in America are considering quitting (Berger, 2022). Issues of chronic stress, added responsibilities, and low wages contribute to teacher burnout (Berger, 2022).
Teachers need to be respected and trusted as professionals by the community. Committed educators want to make a positive difference in the lives of children. Growing public scrutiny, blame, and restrictions about what teachers can say in the classroom communicate a lack of respect (Washington Post, 2022). Educators need the support of parents, administrators, and the community to improve their declining morale. What can teachers who stay in the classroom do to address the teacher shortage crisis? Reaching out beyond the classroom to colleagues might encourage them to stay through the storm. Teacher leadership positively influences the school culture by supporting and empowering others in a shared vision (Ackerman & Mackenzie, 2007). Teacher leaders take the initiative to solve problems and mobilize others to join in to make effective changes. Healthy collegial relationships can greatly influence workplace conditions and retaining teachers (Schaack et al., 2020). Collaboration can help reduce workloads, provide opportunities for professional development, and improve teacher well-being, thus strengthening teacher retention (Schaack et al., 2020). When teachers share leadership in decision-making and are committed to common goals, morale improves (Ackerman & Mackenzie, 2007). As teachers build leadership skills, they become more engaged in the classroom and beyond (Walden University, LLC., 2007). Teachers must become the change from within the school by offering respect and support to colleagues. Taking action to improve the school climate might be enough to keep good teachers in the classroom. References: Ackerman, R., & Mackenzie, S. (2007). Uncovering teacher leadership: Essays and voices from the field. Thousand Oaks, CA: Corwin Press. Berger, C. (2022). K-12 workers are the most burned out employees in America, and it’s a sign the teacher shortage is about to intensify. Fortune.Com, N.PAG. “We’re at a tipping point”: Whom do you want teaching your children? (2022, May 6). Washingtonpost.Com. Schaack, D. D., Le, V.-N., & Stedron, J. (2020). When Fulfillment is Not Enough: Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective. Early Education & Development, 31(7), 1011–1030. https://doi.org/10.1080/10409289.2020.1791648 Walden University, LLC. (Producer). (2007f). Dynamic teacher leadership: Thoughts and perspectives. Baltimore, MD: Author
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