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11 Mar 2016
Teachers Unsatisfied Making use of their Jobs?

According to results released recently from the annual MetLife Survey from the American Teacher, although 82 percent of American teachers are generally somewhat satisfied or very content with their career, teacher dissatisfaction is the highest it has been in 25 years.

Jack Rochel Teacher



Taken from the surveys of merely one,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. A majority of teachers reported feeling under great stress a minimum of several days a week, a tremendous 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, the ones that teachers and principals identify since several challenging result from conditions that originate beyond school doors," they found.

The report devoted to eight key findings:

- Principals assume responsibility for leadership with their schools. Nine in 10 principals (89 percent) said that ultimately a principal must be held accountable for exactly what happens to the children within a school. Teachers also held the principals in charge of everything (74 percent), more so today than a quarter of an century ago.

- The job of your principal is becoming more complicated and stressful. Principals reported higher stress levels and complexity in the job compared with 5 years ago. Seventy-five percent of principals felt the job has become too complex, and half report feeling under great stress a couple of days a week or more. Although most principals reported having a great deal of control in hiring teachers and making decisions about teachers' schedules, no more than four in 10 principals declared that they had a great deal of control over curriculum and instruction, and making decisions about removing teachers. Principals said they'd the least control in 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 looking to become school principals, half were considering hybrid, part-time classroom teaching coupled with other roles inside their school or district. The survey found that half of teachers already undertook formal leadership roles like department chair, instructional resource, teacher mentor, or leadership team member. These teachers were more inclined than others to believe that an effective principal will be able to develop a strong teaching capacity across a college, share leadership with teachers along with other staff, and evaluation teachers using multiple measures. Eighty-five percent of teachers rated the work their principal was doing as excellent or great.

- The biggest challenges leaders face are beyond the capacity of schools alone to deal with. More than half of teachers and principals reported their 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 college leaders to manage budgets and resources to meet school needs. A lot more than seven in 10 educators identified addressing the person needs of diverse learners and interesting parents and the community in improving education for students as challenging or very challenging because of their 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 best importance on to be able to use student performance data to aid improve instruction, teachers stated it was most important for a principal to have had experience as being a classroom teacher.

- Teacher satisfaction is constantly decline. According to the survey, teacher satisfaction declined by 23 percentage points since 2008. Half of teachers reported feeling under great stress several days a week - a 15 % increase since 1985. Less-satisfied teachers were more likely to be in schools where budgets had declined within the last 12 months, and where maintaining an acceptable supply of effective teachers and creating and an academically rigorous learning environment was defined as very challenging or challenging for that school leaders. Furthermore, teachers who were located in schools which had declines in professional development and here we are at collaboration with other teachers during the last 12 months were prone to be less satisfied. However, almost all teachers (97 percent) gave high rankings to the other teachers within their school.

- Challenges cited by educators are greater in high-needs schools. Principals and teachers with low job satisfaction and higher levels of stress were prone to work in high-needs schools, and greater proportions of teachers and principals in high-needs schools reported that maintaining a sufficient supply of effective teachers, and engaging parents and the community presented challenges. Teachers and principals in schools exceeding two-thirds low-income students were less likely to give their teachers a fantastic rating than in schools with one-third or fewer low-income students.

- Although educators are confident about implementing the most popular Core, they are less so about its risk of increasing student success. Surveys found out that teachers and principals had more confidence that teachers could teach the regular Core than they did the Common Core would benefit students. Virtually all teachers and principals considered to be knowledgeable about the Common Core and to express confidence within the abilities of teachers inside their school to teach according to the new standards. Most principals plus a majority of teachers considered implementation of the Common Core an issue for their school, and a majority of teachers and nearly half of school principals reported that teachers happen to be using the Common Core a whole lot in their teaching. Comparatively fewer educators, however, were positive that the Common Core would improve student achievement and better-prepare students for college and the workforce. However, among educators who were more knowledgeable of the Common Core plus schools where teachers reported already while using the standards, there was a greater 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 satisfy the significant challenges of educating all students at higher levels while still balance limited resources. 

Jack Rochel Teacher



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