The Atlantic recently published an article provocatively titled “Why Do So Many Teachers Quit Their Jobs? Because They Hate Their Bosses, by former teacher John Tierney. He cites a study on new teachers’ reasons for quitting, which was recently published in Elementary School Journal. I was assuming this study would focus on conflict with specific teachers, but in fact it’s about the principal’s relationship with teachers in general:
The researchers found that the most important factor influencing commitment was the beginning teacher’s perception of how well the school principal worked with the teaching staff as a whole.
It’s not just about individual teachers hating their bosses; it’s about whether principals create a positive climate and help their teachers feel supported. Lead investigator Peter Youngs says principals also need to support new teachers in curriculum and instruction:
“The principal isn’t there just to help the novice teacher handle discipline and classroom management,” Youngs said. “What really makes a strong administrative climate is when the principal also knows the academic content well and can work with the beginning teacher on curriculum and instruction.”
Tierney (or whomever wrote the headline) interprets the study’s findings as “teachers quit because they hate their bosses,” but the study’s conclusion is a bit more nuanced:
We find that the probability that a novice teacher reports a desire to remain teaching within her school is reduced when she perceives the quality of relations between teachers and administrators as poor, even after controlling for a prior measure of intent to remain teaching.
This is a sobering finding for school leaders.
We’re pressured on the one hand to press for student achievement above all, even if it means taking on complacent or underperforming staff.
But the way in which we go about increasing student achievement matters a great deal. If we view teachers as our adversaries and create animosity, we aren’t just driving out those who are part of the problem – we’re also failing to retain teachers who may be quite talented, but have no desire to stay in what they feel is a toxic work environment.
The study’s literature review on administrative climate and teacher retention is worth a read, even if you don’t have time to read the full study.
Yes, it is our job to push for continual growth, and it’s our job to force out those who cannot or will not improve to an adequate level of performance. But as hard as this is, we must do it in ways that avoid destroying the trust and sense of shared mission among administrators and teachers.
How do you hold firm on the “bottom lines” of teaching while also creating a climate of trust with your staff? Some favorite comments from the excellent #edfocus chat last night, moderated by @mccoyderek:
In trustworthy environment, Ts work together, seek to make school better, share, take risks, and all are approachable#edfocus
— Reed Gillespie (@rggillespie) November 20, 2012
I believe in building trust 1 teacher @ a time, 1 conversation @ a time-just takes time #edfocus #edfocus
— Bill Burkhead (@NormandinBill) November 20, 2012
@mccoyderek Model your learning and growing. Ask questions that guide to learning. Let the teacher help mold direction of Bldg. #edfocus
— Todd Bloch (@blocht574) November 20, 2012
Just be genuine! If you are passionate, competent & have a clear vision that’s best 4kids-ppl will trust & follow you.#edfocus
— Bill Burkhead (@NormandinBill) November 20, 2012
Willingness to have difficult conversations that move everyone forward=transparency.#edfocus
— Reed Gillespie (@rggillespie) November 20, 2012
@mccoyderek We’re intentional about taking time to focus on curriculum AND taking time to focus on climate. Have to do both. #edfocus
— John Bernia (@MrBernia) November 20, 2012
What about Ts that refuse to trust us because of our job titles? The first decision they disagree with, we’re “like the others.” #edfocus
— John Bernia (@MrBernia) November 20, 2012
@rggillespie @umfangirl We have to hold people accountable, BUT, we have to do that in a way that respects professionals. #edfocus
— John Bernia (@MrBernia) November 20, 2012
@mrbernia 100% agreement. Have been in schools were nobody was held accountable=horrible environment, lack professionalism #edfocus
— Reed Gillespie (@rggillespie) November 20, 2012
I think you need to show your staff that you support them to get the ball moving. One way…treat them like professionals. #edfocus
— Sam Fancera (@SamFancera) November 20, 2012
What do you think?
