In March of 2017, Education Post published an article by teacher Tom Rademacher titled, “Hey, Principals, When You Lose Good Teachers, That’s On You.” The whole thing is worth a read, but this paragraph sums it up well:
“Principals (and just like I use “teachers’ to mean everyone who works with kids, I’ll use “principals’ here to mean everyone who is supposed to be supporting teachers), the number of teachers you keep year to year says something about you. I know you’d like not to believe that, I know your job is easier if you ignore it, but teachers matter, and keeping them around is your job. When you lose good teachers, it’s on you.”
Well, it’s that time of year again. Teachers are right now deciding whether to polish up their résumés in search of greener pastures or to return to their buildings and, maybe more accurately, their bosses. Because for many of them, it’s not the pay, the kids, the parents, the curricular materials, their colleagues, the amount of technology, or the physical condition of the schools in which they work that will drive this decision. It’s their principal.
There are a number of reasons why principals should want to keep their teachers (or at least, the vast majority of them):
- Teachers who leave take with them all their expertise and the training their districts have paid for and provided.
- The search for replacements is time-consuming.
- New teachers need to be trained.
- There’s no guarantee (especially in these days of teacher shortages and lower enrollment in teacher education programs) that you will find anyone better.
- Frequent turnover is unattractive and can harm the reputation of a school.
- A lack of stability is a continuation of the fragmented lives our neediest students already experience outside of school.
- New relationships must be built.
- Staff morale may suffer as teachers lose valued colleagues and friends.
Nothing good comes from losing good teachers.
So it’s odd when some principals act as though they could not care less if their teachers return. Some don’t even take the simple step of saying, “Hey, I really hope you’ll come back next year. We need you. You’re important.”
Perhaps that’s because, as Rademacher suggests, they don’t believe teacher attrition is their fault. When you’re the boss, it’s easier to blame other factors than it is to accept that most people quit because of you.
But if we’re going to give principals the benefit of the doubt — and I’m inclined to, if for no other reason than they have a REALLY difficult job — maybe it’s because they just don’t know how to show teachers they care.
So here are six easy ways principals can show their teachers that they care about them.
1. Focus on Their Happiness
Most people believe that to be happy you must first find success. They have it backward. Research from the field of positive psychology clearly shows that happiness comes first. Success doesn’t lead to happiness (just ask Anthony Bourdain, Kate Spade, Heath Ledger, Robin Williams, or any number of other successful people whom you can’t actually ask). Happiness makes success more likely.
Richard Branson, who knows a few things about running successful organizations, puts it this way:
If you focus on your teachers’ happiness, you’ll not only get happier teachers who will treat students the way you want them treated and will come back year after year, but you’ll also get more effective teaching. Don’t give your teachers more PD, or hand them another program, or offer instructional advice. None of that will help if they’re miserable. Focus instead on creating an environment where your teachers are happy.
2. Show Appreciation
79% of employees who quit their jobs cite a lack of appreciation as a key reason for leaving. According to a recent survey, 82 percent of employed Americans don’t feel that their supervisors recognize them enough for their contributions. 65% of North Americans report that they weren’t recognized even once last year.
Appreciation is the number one thing employees say their boss could do that would inspire them to produce great work. O.C Tanner, a recognition and rewards company, surveyed 2,363 office workers and found that 89% of those who felt appreciated by their supervisors were satisfied with their jobs.
Principals who show gratitude experience a win-win because their teachers will feel more appreciated and the principals themselves will be happier at work. Dr. Martin Seligman, a psychologist at the University of Pennsylvania and the “father of positive psychology,” tested the impact of different interventions on 411 people, each compared with a control assignment of writing about early memories. When their week’s assignment was to write and personally deliver a letter of gratitude to someone who had never been properly thanked, participants immediately reported a huge increase in happiness. This impact was greater than that from any other intervention, with benefits lasting for a month.
Principals who want to make everyone in their schools happier should take the simple step of showing appreciation for others’ efforts. Take 30 seconds to write a thank-you card. One survey found that 76 percent of people save them.
3. Tell Them To Have a Life
Most teachers are agreeable and conscientious. The job attracts these personality types. As a principal, you can use those traits for good or evil. If you ask teachers to stay after school to help out with family math night, or to attend the PTO meeting, or to chaperone a dance, most of them will because they won’t want to disappoint you and because they will worry about the success of the event if they don’t show up.
Asking too often is a good way to burn out your teachers, but you can also use teachers’ agreeableness for good. Tell them to go home. Direct them to not check their email over the weekend. Order them to not even think about school over Christmas break. Tell them to do things that will help them be happier, better rested, and ultimately more effective. Most teachers, if you tell them what to do, will do it. Telling them to take care of themselves and detach from work will be a refreshing message because teachers are rarely told to put themselves first, and it will show you care about their well-being.
4. Take Things Off Their Plates
School districts love to load teachers with an ever-growing heap of responsibilities without removing anything. Just last week, teachers in my school were told that next year we will be implementing a new social skills program. We are to teach these lessons once per week. But guess what we weren’t told? What not to teach.
Keep teaching everything you’ve always taught, just add this one more thing on top of it. Sound familiar?
I can count on a whole lot of hands how many teachers complain that their principals, mostly former teachers, have forgotten what the job is like. Ensconced in their offices with the freedom to choose what to work on and how much time to devote to it, they seem amnesic about how overwhelming and hectic teachers’ days are. A principal who explicitly takes things off teachers’ plates shows understanding and empathy. Give your teachers less to do. They’ll be grateful for it, and they’ll be more likely to do the most important things well.
5. Encourage Socializing
Some principals see off-task chatting as a problem, a deviation from their meeting agendas. But social connectedness is a major cause of happiness and good health. Don’t merely abide teachers’ socializing, encourage it. Instead of promptly starting your staff meeting at 7:30, require attendance at that time but don’t actually start on the agenda until 7:40. Send the message that you value your teachers enough to know that they need time to just talk to each other. Teachers spend most of their work hours isolated from other adults. They crave connectedness. Give it to them.
6. Spend Money on Their Well-Being
We spend money on things that are important to us. I buy expensive beer because I like to drink it. I don’t spend money on new clothes because I don’t care about clothes. A district that spends thousands on a reading program but provides their librarians (if they still have them) with a $100 annual budget for books sends a clear message about what matters.
Most principals have a discretionary budget. How they spend that money matters.
A cottage industry has grown up around teacher stress and burnout. You can now find many resources that aim to improve teachers’ well-being. I’ve written three books on the topic: Exhausted, Happy Teacher, and Leave School At School.
The master class for teacher well-being is Angela Watson’s 40-Hour Teacher Workweek Club. Teachers get weekly materials for an entire calendar year on topics such as Grading and Assessment, Sustainable Systems, Maximizing Your Summer, and Work/Life Balance. They get weekly emails, audio files, printables, planning forms, and an abundance of great advice on how to optimize their classroom practices so they can still have a life when they get home at night. If you want your teachers to know you care about them, consider signing a few up for the club.
Instead of spending money on PD, which, according to research, doesn’t help your teachers, spend it on something that will show you care and will be of practical use to them. Order them some books on managing stress. Purchase a few subscriptions to the 40-Hour Workweek Club for those teachers who seem overwhelmed, or go all in and get a school license so all of your teachers can benefit.
Good principals take care of their teachers. They know that teachers impact student achievement more than any other in-school factor. Smart principals focus more on their teachers’ well-being than they do on student discipline, instructional practices, or meeting agendas. Take some simple steps to show your teachers that you care, and they will return year after year, contribute to a more positive environment, and be more effective in the classroom.
Links to the 40-Hour Teacher Workweek Club are of the affiliate variety.