Better Pay, Better Materials, Training, Respect — What Survey Says Teachers Want
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Teacher Appreciation Month is a time dedicated to honoring educators for their significant contributions to students, families, and communities. It is also an opportunity to inquire about the well-being of teachers. The recent release of the annual Voices from the Classroom national teacher survey by Educators for Excellence has revealed that the answer to this inquiry is quite disheartening.
This survey, created by teachers for teachers, provides invaluable insights into student learning, teacher effectiveness, and areas where future policies and reform initiatives should be focused. It amplifies the voices and ideas of those on the front lines of education.
Supporting teachers who passionately educate students is crucial to their success. As a former second-grade teacher at a public elementary school in the Bronx and a leader in an organization that advocates for teachers, I have personally witnessed the long-term and wide-ranging benefits that teachers can bestow upon students. Teachers have a greater impact on students than any other factor within the school environment. However, teachers struggle to make such an impact when they lack support themselves.
For far too long, educators have endured working conditions that would be deemed unacceptable and unimaginable in other professions. These challenging circumstances, such as strained relationships with administrators, limited opportunities for professional growth, overwhelming workloads, inadequate compensation, and insufficient access to high-quality instructional materials, jeopardize the teaching profession.
The National Teacher Leader Council of E4E consists of teacher leaders from across the country. These educators not only designed the survey but also analyzed the results and provided valuable insights. Dr. Winnie Williams-Hall, a middle school teacher at Nicholson STEM Elementary in the Chicago Public Schools and a council member, connects the survey findings to the classroom by stating, "Teachers experience the stress and overwhelming nature of the classroom every day. They also feel undervalued. This sentiment permeates schools and negatively impacts teaching and learning."
Despite education being the industry that cultivates the future leaders, workforce, and national success of a country, teachers are not afforded the professional status they deserve. The survey indicates that a staggering two-thirds of teachers feel they lack the autonomy and resources to effectively help students learn, particularly those who have historically been underserved. It is unsurprising, then, that school districts and states are grappling with teacher shortages attributed by principals to a dearth of applicants. Furthermore, only 14% of educators state that they would recommend the teaching profession to others.
Teachers are experiencing burnout, and their current workloads are unsustainable. They have been burdened with an excessive number of responsibilities and tasks, which only escalated during the pandemic. The survey reveals that 87% of teachers agree that they have too many responsibilities, hindering their effectiveness.
There is a pressing need for clearly defined roles for teachers and access to higher-quality instructional materials. Only 36% of teachers surveyed report having the necessary curricular materials for effective instruction, while a mere 30% have received sufficient training to utilize their existing resources effectively. Additionally, only 29% have access to a curriculum that incorporates formative assessments, which are essential for assessing academic progress and adapting lesson plans accordingly. Consequently, teachers resort to seeking external curricular resources, which research indicates can result in less effective instruction.
Cory Cain, the dean of instruction in Chicago and a council member, aptly points out the issue at hand in the survey, stating, "If you have to purchase or download something that should already be an integral part of the educational puzzle, there is a problem. Teachers should not have to do that. They deserve a coherent and cohesive curricular roadmap."
Simultaneously, for individuals to even consider pursuing a career in teaching, their salaries must reflect the critical nature of their work and their professional status.
Teachers are being paid less than their college-educated counterparts in other professions, leading to a "teacher pay penalty." Joseph Tadros, a council member and high school math and science teacher in the Bronx, brings attention to this issue in the survey, stating, "For individuals who do not come from privileged backgrounds and must build their financial stability from scratch, embarking on a career in education entails significant risk."
Attracting and retaining exceptional teachers necessitates acknowledging and appreciating the vital work they perform on a daily basis. Nearly two-thirds of teachers surveyed believe that higher salaries can help attract and retain talented and diverse candidates in the teaching profession.
In Teacher Appreciation Month, let’s surpass the traditional gestures of gift cards and lunches and instead focus on establishing policies that provide substantial support to our educators nationwide. Receive stories like these directly to your email by subscribing to Newsletter.
