Virginia does well, but teachers need support
The last three years have been challenging for teachers. As a new school year begins, it is important to take stock of where we are. Our research suggests what teachers need most is support from their school leaders and, on this and many measures, Virginia’s teachers are faring better than teachers in other states.
We have spent the last three years surveying and interviewing teachers to understand their experiences during and after the COVID-19 pandemic. We surveyed teachers nationally at the end of the last school year and found that Virginia teachers have above average mental health and morale compared to the rest of the United States. However, the average scores still fall in the medium range, and teachers still face many challenges.
Our preliminary findings suggest that teachers with greater administrative support also report better mental health and morale. Teachers with better mental health and morale were more likely to see themselves in the classroom three years from now. These findings are true for both Virginia teachers and teachers nationwide.
What does support look like? Our research suggests that three things rise to the surface — autonomy, time and support with student behavior. Teachers who have the freedom to make decisions for their classrooms, the time to do their work, and receive support with behavior challenges are more likely to experience success in the classroom and remain in the profession.
Teachers need autonomy. Teaching is both a science and an art, and teachers who have the creative space to design lessons that engage their students are less burned out, more satisfied with their work, and have better morale and mental health. When teachers are given a scripted curriculum and make few decisions about how to do their work, they feel less supported.
Teachers also need time to do their work. Most teachers are afforded planning time during their day; however, it is not always honored. As one teacher shared, “There are not enough substitutes, so teachers … have to lose their planning to cover other classes.” This was common during the pandemic. Now that the crisis has passed, teachers need protected time to do their work.
Finally, teachers need support with student behavior. A middle school science teacher shared, “I feel as though most of my time is spent managing student behavior and not spent teaching. Most of my planning time is taking up writing referrals and emailing parents about student behavior.”
Many teachers have shared similar sentiments with us. Teachers who report feeling supported by their leaders maintain a positive learning environment, have greater job satisfaction, and are better able to engage their students in meaningful lessons. Our research suggests this is possible when teachers feel support from their school leaders.
Virginia’s teachers report having greater levels of support from their administrators,
including with student behavior issues. They shared that they experience less work-related stress and are more satisfied with their jobs compared to teachers in other states. Virginia teachers were also far more likely than teachers in other states to have the ability to take time off for mental health and have access to mindfulness programming — both lead to better morale in the classroom.
Despite the many ways in which
Virginia teachers fared better than their peers nationally, they were just as likely to suggest they might leave the classroom over the next three years. At a time when there are teacher shortages and fewer individuals entering the profession, it is important to keep talented teachers in the
classroom. Teachers who lack support may look for greener pastures.
We would urge legislators to continue to support educators in the upcoming budget. Though Virginia teachers are doing better than others across the United States, many districts across the state are still facing teacher shortages. Policymakers can support teachers by ensuring they have the resources needed for the school year.