BoardBuzz read this excellent article in Education Week on a nationwide study of teachers and their perspectives on the profession. The “Teaching for a Living“ study by Public Agenda and Learning Point identified three categories of teachers “Contented,” “Disheartened,” and “Idealists” and describes the differences between them.
But when BoardBuzz looked at the questions and results here, what stood out is a key similarity between Disheartened and Idealist teachers. Both Disheartened and Idealists were motivated to go into teaching by the idea of putting underprivileged kids on the path to success – 73 percent of Disheartened teachers said it was either the most important or a major factor in their decision and 78 percent of Idealists responded similarly. Only 56 percent of Contented teachers responded this way, by contrast.
BoardBuzz wonders if Idealists and Disheartened teachers are similarly motivated to begin with, what happens afterward to put them in such different places? We noticed that 77 percent of Idealists have been in the profession for 10 years or less, compared with only 21 percent of Disheartened teachers. Do Idealists become Disheartened over time? If so, what do respondents think will keep teachers motivated, effective and feeling valued? The respondents give us some clues:
- Career paths: Most respondents see teaching as a lifelong choice, but Idealists are more likely than others to see it as part of a career path in education.
- Classroom supervision by experienced teachers is viewed by all groups as an effective strategy for improving teacher effectiveness.
- Ensuring technology is available in each classroom to aid instruction is highly valued by all groups, but most highly by the Idealists (97%).
- Increasing teacher salaries to levels of other professional jobs such as lawyers or doctors need we say more?
There is lots of other interesting information in the study and more still to come. At least ten questions in the study are being held for later release, and BoardBuzz will let you know as soon as we do.
Do you see evidence of the three categories of teachers in your school district (Contented, Disheartened, and Idealist)? What are some strategies to assure that all children have access to effective teaching?
At the New Teacher Center, we’ve found that teaching & learning conditions, including factors such as supportive school principals, access to high-quality mentoring and professional development, and leadership opportunities in the school community are major factors in teachers’ decisions to work in and remain at specific schools and districts.
Many of these same findings have come out in Teaching & Learning Conditions that tens of thousands of teachers across the nation have taken.
More here: http://www.newteachercenter.org/tlcsurvey/index.php
And here: http://eduoptimists.blogspot.com/2009/10/teachers-voice.html
Great analysis of the data! Yes, it makes sense that the Disheartened teachers are really the Idealists years later. Clearly, Idealists become disheartened over time. Yes, technical aids, higher pay, and input from more experienced colleagues all help make things easier to take and may give an Idealist teacher strength to hang on, but they really mean little. What matters to the Idealist teacher is the success of the students. If students are learning and motivated, the teacher is fullfilled regardless of pay and materials. I believe strongly that the answer to teacher morale is found in improving the learning environments in our schools so that students are active and eager learners. There is nothing more disheartening than bored students who don’t care.
If you have not yet, read Angeline Stoll Lillard’s book Montessori: The Science Behind the Genius. The first chapter does a wonderful job explaining why the public education system has largely failed to inspire a lifelong love for learning in students in addition to providing valid ideas for solutions.
What satisfies the Idealist teacher?: students who experiment, students who crave knowledge, students who take initiative and ownership of their learning. When the environment does not support the development of these kinds of students, it is extremely disheartening.
Strategies to assure that all students have access to effective teaching include leading and nurturing teachers with the very student characteristics Kat Berhardt mentioned in her response – teachers need to work in an environment in which they feel free to experiment, driven to turn vast amounts of data and information into knowledge, and take ownership for their personal growth and development. This environment must be built on a base of trust and mutual respect in which everyone is working towards achieving significant and meaningful mission-driven results for each and every member of the school community, including themselves. Only then will true success in achieving ideals be experienced. Empowering teachers allows them to achieve extraordinary results.
I am in my seventh year teaching special education. I am trying very hard not to go from Idealist to Disheartened. I may waver from day to day. The things that would help me, along with a more professional salary: supportive colleagues and administration- really a more cohesive high group moral among staff- support for more collaboration, respect for the profession within society, involved parents who take active responsibility for their part in their children’s education.