Teacher Well-Being: Current Knowledge, Future
Description: Teacher Well-Being: Current Knowledge, Future Innovation Mark T. Greenberg Ph.D. Bennett Chair of Prevention Science Pennsylvania State University What I Will Discuss Trends in Teacher Satisfaction, Burnout, Attrition Why These Trends Are
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slide1. Teacher Well-Being: Current Knowledge, Future Innovation Mark T. Greenberg Ph.D.
Bennett Chair of Prevention Science –
Pennsylvania State University<br>
slide2. What I Will Discuss Trends in Teacher Satisfaction, Burnout, Attrition
Why These Trends Are Occurring?
Sources of Teacher Stress
Impacts of Teacher Stress
Promising Approaches and the Need for Innovation
Our Agenda and Process for Today<br>
slide3. Teacher Satisfaction Has Plummeted<br>
slide4. MetLife Survey of the American Teacher “. . . teacher satisfaction has decreased by 15 points since the MetLife Survey of the American Teacher measured job satisfaction two years ago, now reaching the lowest level of job satisfaction seen in the survey series in more than two decades” (2012, p. 3).<br>
slide5. AFT Survey (2015) Non-representative survey of 30,000 US Teachers
70% found their jobs stressful
I am Enthusiastic About Teaching<br>
slide6. Teacher Attrition<br>
slide7. Teacher Attrition What are the true rates??
This varies dramatically by location, disadvantage and other contextual conditions
Nationwide – likely in the range of 7%/year in the first 5 years of teaching (30-40% leave)
Higher Attrition in situations of:
Low pay (under 40K)
Charter schools
(Cano – Over 5 years, 80% of Charter teachers vs. 36% of Public School teachers 5 years in Texas)<br>
slide8. What are the Causes and Consequences of Teacher Stress and Well-Being?<br>
slide10. Four Main Sources of Teacher Stress & Burnout<br>
slide11. School Organization: Leadership, Culture and Climate Relationships: School Leadership
Relationships: Collaborative, collegial environment among teachers<br>
slide12. Job Demands High Stakes Testing
Control over Content and Pace of Work
Managing students with behavioral and emotional problems
Working with Difficult or Uncooperative Parents<br>
slide13. Work Resources Low Job Autonomy Rate increased from 18 to 24% from 2004-2012
Participation in School Decision-Making and Creation on Realistic Expectation
Teachers report lowest rate of all professions in ”their opinions count at work”<br>
slide14. Teacher’s Personal Resources: Social and Emotional Competence Teacher SEC influences student and classroom outcomes
Teachers with high SEC report more positive affect, enjoyment of teaching, higher job satisfaction, and personal accomplishment
Teachers with better emotion regulation skills reinforce positive student behavior<br>
slide15. The Prosocial Classroom:
A Model of Teacher Social and Emotional Competence and Classroom and Child Outcomes<br>
slide16. What Are the Consequences of Teacher Stress/Burnout on Students?<br>
slide17. The Burnout Cascade<br>
slide18. Teacher Stress and Student Stress Assessed cortisol levels of ~ 400 children and Burnout of their Teachers
Students’ cortisol levels were much higher in classrooms led by a teacher who had reported feeling overwhelmed (high on burnout).
Cause and effect? Oberle & Schonert-Reichl (2016)<br>
slide19. Teacher Stress and Student Performance Teachers who report greater burnout early in the school year have classrooms with more behavior problems across the year.
When teachers are highly stressed, children show lower levels of both social adjustment and academic performance.
These are longitudinal studies Cause & Effect Are Clear McLean & Connor, 2015 ; Hoglund et al, 2015<br>
slide20. Teacher Stress and Teacher Health Teachers ability to manage stress (at the physiological level as assessed by cortisol) deteriorates across the school year.
Elementary school teachers who have greater stress and show more symptoms of depression create classroom environments that are less conducive to learning<br>
slide21. Effects of Teacher Turnover Higher teacher turnover had a significant negative effect on both math and language arts achievement. Turnover was particularly harmful to lower-performing students.
Creates chaos and lack of continuity for school, students, and families –
Contributes to neighborhood destabilization
Estimated Cost is 7.3 Billion Dollars/Year Ronfeldt, M., Loeb, S., & Wyckoff, 2013<br>
slide22. What Factors Lead Teachers to Leave Schools or Teaching as a Profession Occupational support from principals
Interpersonal trust, communication, and collaboration with colleagues
High stakes testing
Lack of job autonomy (which has declined)<br>
slide23. What Factors Lead to Teacher to Stay Principals who effectively lead
High-Quality, comprehensive mentoring support
Engagement in School-Based Decision-Making
Quality, well-supported Professional Learning Communities?<br>
slide24. Both Children and Adults need Emotion Regulation skills
Teachers and Adults need to create Healthy Norms and a Safe Environment
Schools need to adopt practices that create shared communities of caring and shared leadership
This can include high quality SEL skills, mindfulness skills, expressing caring and gratitude, etc.
This requires Principal Leadership Issues in Creating a Caring School<br>
slide25. Promising Approaches for Prevention: Where is their evidence? Individual- Organizational Interventions
Quality Mentoring/Induction Programs (Ellen Moir)
Mindfulness Stress Reduction Programs (Tish Jennings)
Workplace Wellness Programs – only two examples
reduced health problems and showed positive cost-benefit
Incentivized – lower co-pay and deductibles for participation
Using Quality Social and Emotional Learning Programs? Organizational Change Interventions (Teresa and Scott McIntyre)
Total Worker Health?
Professional Learning Communities?
Principal Leadership Development?<br>
slide26. Goal and Process Today 1. Place a Focus on the Needs of Teachers as a Central Problem in Education Policy Related to: Student Success/Achievement Teachers Own Well-Being Costs 2. Hear from Experts on What Are Potential Solutions and Challenges
3. Consider Innovations That Can Be Research-Tested To Create Usable Solutions to Decrease This “Crisis”<br>
slide27. Process/Agenda Short Talks to lay out issues
Followed by Panels Panelists will add their thoughts Will take questions/thoughts from the group
Table time to Contribute, Digest and Integrate
Closing Thoughts by Tony Bryk and Tim Shriver<br>
Bennett Chair of Prevention Science –
Pennsylvania State University<br>
slide2. What I Will Discuss Trends in Teacher Satisfaction, Burnout, Attrition
Why These Trends Are Occurring?
Sources of Teacher Stress
Impacts of Teacher Stress
Promising Approaches and the Need for Innovation
Our Agenda and Process for Today<br>
slide3. Teacher Satisfaction Has Plummeted<br>
slide4. MetLife Survey of the American Teacher “. . . teacher satisfaction has decreased by 15 points since the MetLife Survey of the American Teacher measured job satisfaction two years ago, now reaching the lowest level of job satisfaction seen in the survey series in more than two decades” (2012, p. 3).<br>
slide5. AFT Survey (2015) Non-representative survey of 30,000 US Teachers
70% found their jobs stressful
I am Enthusiastic About Teaching<br>
slide6. Teacher Attrition<br>
slide7. Teacher Attrition What are the true rates??
This varies dramatically by location, disadvantage and other contextual conditions
Nationwide – likely in the range of 7%/year in the first 5 years of teaching (30-40% leave)
Higher Attrition in situations of:
Low pay (under 40K)
Charter schools
(Cano – Over 5 years, 80% of Charter teachers vs. 36% of Public School teachers 5 years in Texas)<br>
slide8. What are the Causes and Consequences of Teacher Stress and Well-Being?<br>
slide10. Four Main Sources of Teacher Stress & Burnout<br>
slide11. School Organization: Leadership, Culture and Climate Relationships: School Leadership
Relationships: Collaborative, collegial environment among teachers<br>
slide12. Job Demands High Stakes Testing
Control over Content and Pace of Work
Managing students with behavioral and emotional problems
Working with Difficult or Uncooperative Parents<br>
slide13. Work Resources Low Job Autonomy Rate increased from 18 to 24% from 2004-2012
Participation in School Decision-Making and Creation on Realistic Expectation
Teachers report lowest rate of all professions in ”their opinions count at work”<br>
slide14. Teacher’s Personal Resources: Social and Emotional Competence Teacher SEC influences student and classroom outcomes
Teachers with high SEC report more positive affect, enjoyment of teaching, higher job satisfaction, and personal accomplishment
Teachers with better emotion regulation skills reinforce positive student behavior<br>
slide15. The Prosocial Classroom:
A Model of Teacher Social and Emotional Competence and Classroom and Child Outcomes<br>
slide16. What Are the Consequences of Teacher Stress/Burnout on Students?<br>
slide17. The Burnout Cascade<br>
slide18. Teacher Stress and Student Stress Assessed cortisol levels of ~ 400 children and Burnout of their Teachers
Students’ cortisol levels were much higher in classrooms led by a teacher who had reported feeling overwhelmed (high on burnout).
Cause and effect? Oberle & Schonert-Reichl (2016)<br>
slide19. Teacher Stress and Student Performance Teachers who report greater burnout early in the school year have classrooms with more behavior problems across the year.
When teachers are highly stressed, children show lower levels of both social adjustment and academic performance.
These are longitudinal studies Cause & Effect Are Clear McLean & Connor, 2015 ; Hoglund et al, 2015<br>
slide20. Teacher Stress and Teacher Health Teachers ability to manage stress (at the physiological level as assessed by cortisol) deteriorates across the school year.
Elementary school teachers who have greater stress and show more symptoms of depression create classroom environments that are less conducive to learning<br>
slide21. Effects of Teacher Turnover Higher teacher turnover had a significant negative effect on both math and language arts achievement. Turnover was particularly harmful to lower-performing students.
Creates chaos and lack of continuity for school, students, and families –
Contributes to neighborhood destabilization
Estimated Cost is 7.3 Billion Dollars/Year Ronfeldt, M., Loeb, S., & Wyckoff, 2013<br>
slide22. What Factors Lead Teachers to Leave Schools or Teaching as a Profession Occupational support from principals
Interpersonal trust, communication, and collaboration with colleagues
High stakes testing
Lack of job autonomy (which has declined)<br>
slide23. What Factors Lead to Teacher to Stay Principals who effectively lead
High-Quality, comprehensive mentoring support
Engagement in School-Based Decision-Making
Quality, well-supported Professional Learning Communities?<br>
slide24. Both Children and Adults need Emotion Regulation skills
Teachers and Adults need to create Healthy Norms and a Safe Environment
Schools need to adopt practices that create shared communities of caring and shared leadership
This can include high quality SEL skills, mindfulness skills, expressing caring and gratitude, etc.
This requires Principal Leadership Issues in Creating a Caring School<br>
slide25. Promising Approaches for Prevention: Where is their evidence? Individual- Organizational Interventions
Quality Mentoring/Induction Programs (Ellen Moir)
Mindfulness Stress Reduction Programs (Tish Jennings)
Workplace Wellness Programs – only two examples
reduced health problems and showed positive cost-benefit
Incentivized – lower co-pay and deductibles for participation
Using Quality Social and Emotional Learning Programs? Organizational Change Interventions (Teresa and Scott McIntyre)
Total Worker Health?
Professional Learning Communities?
Principal Leadership Development?<br>
slide26. Goal and Process Today 1. Place a Focus on the Needs of Teachers as a Central Problem in Education Policy Related to: Student Success/Achievement Teachers Own Well-Being Costs 2. Hear from Experts on What Are Potential Solutions and Challenges
3. Consider Innovations That Can Be Research-Tested To Create Usable Solutions to Decrease This “Crisis”<br>
slide27. Process/Agenda Short Talks to lay out issues
Followed by Panels Panelists will add their thoughts Will take questions/thoughts from the group
Table time to Contribute, Digest and Integrate
Closing Thoughts by Tony Bryk and Tim Shriver<br>