Abstract
Teachers are leaving the profession at high rates for myriad reasons, including heavy workloads, too little time to complete tasks, lack of administrative support, inadequate professional development, and insufficient collaborative support. Well-being, a relatively new research area in relation to teachers, is at the heart of the issue of teacher retention. This chapter provides background information on teacher retention, an overview of self-care and self-advocacy for teachers, and strategies for teachers and administrators to implement for teachers' overall well-being. Teachers who work in supportive environments that allow for innovation, authentic collaboration, and leadership opportunities often have higher job satisfaction and perceptions of self-efficacy. Additionally, teachers whose well-being is cared for are better teachers, and student outcomes are positively correlated to increased teacher satisfaction, self-efficacy, and empowerment.
TopIntroduction
Teacher retention is a well-documented issue in the United States. Sutcher et al. (2016) note that new teachers leave the profession at rates between 19 and 30% during their first five years of teaching, but this can be reduced by more than half if teachers are provided with mentoring, collaboration, and resources.
With so many teachers working in environments that do not provide this comprehensive support, it is no surprise that recent studies have highlighted that “half (51%) of teachers report feeling under great stress several days a week, an increase of 15 percentage points over 36% of teachers reporting that level in 1985” (MetLife, 2013, p. 6) and that 69% of teachers are either not engaged or are actively disengaged at work (Gallup, 2014). Educators in general, and beginning teachers in particular, are struggling to remain engaged and satisfied in schools across the United States. Considering this information, educators must look within to prepare themselves to thrive in academic environments and to advocate for changes that will improve the current and long-term practices within the education profession. This chapter aims to inform teachers and school administrators about the importance of self-care and self-advocacy in teacher retention and well-being as well as to provide a myriad of strategies for both groups to work toward these goals.
Key Terms in this Chapter
Administrator/Administrative: School principals and others in leadership positions who oversee teacher performance, establish building environments, and provide professional development.
Teacher Retention: Teachers staying in classroom positions over time.
Teacher Empowerment: Teachers are given safe spaces to collaborate, innovate, and develop and assume roles of leadership.
Advocacy: The act of speaking up, asserting beliefs, and sharing experiences in an effort to change one’s environment or circumstances in order to improve satisfaction and performance.
Well-Being: A sense of awareness and the implementation of practices in social, emotional, physical, and psychological health.
Teacher Attrition: Teachers leaving the profession or moving between schools/districts.
Beginning Teachers: Teachers who are new to the teaching profession (teaching years 1–5).
Burnout: Overall exhaustion and diminished enthusiasm and willingness to give full effort toward tasks. Burnout can occur at many different levels in education, including professional, instructional, and student levels.