ERIC Digest 120 -- March 1998
Teacher Morale
By Linda Lumsden
Teachers are being stretched to the limit. Expectations placed on
them seem to be expanding exponentially. Increasingly their role
encompasses not only teaching specific content and mentoring students
in the love of learning, but functioning as frontline social workers.
In addition to being expected to deal with a smorgasbord of
broader social problems that find their way into the classroom, many
other pressures plague teachers, prompting Parks (1983) to ask, "How
does one compensate professionals for inadequate books and supplies,
large classes, disruptive students, public criticism, limited
assistance, increased duties, and the lowest salaries paid to highly
educated personnel in the nation? How does one lead a group in which
morale is so low that over 40 percent of survey respondents would not
again select teaching as a profession and 57 percent are definitely
planning to leave, will leave if something better comes along, or are
undecided about staying?"
Although Parks posed these questions in 1983, it appears that
similar levels of dissatisfaction persist among teachers today. For
example, a survey of Texas public school teachers in 1996 found that
44 percent of respondents were seriously considering leaving the
profession (Henderson and Henderson 1996).
This Digest examines factors that may influence teacher morale and
offers suggestions for preserving or restoring morale.
What Is Teacher Morale?
Morale has been thought of variously as a feeling, a state of
mind, a mental attitude, and an emotional attitude (Mendel 1987).
One source defines morale as the feeling a worker has about
his job based on how the worker perceives himself in the organization
and the extent to which the organization is viewed as meeting the
worker's own needs and expectations (Washington and Watson 1976).
Another author conceptualizes morale as "the professional interest
and enthusiasm that a person displays towards the achievement of
individual and group goals in a given job situation" (Bentley and
Rempel 1980).
When a healthy school environment exists and teacher morale is
high, "teachers feel good about each other and, at the same time,
feel a sense of accomplishment from their jobs" (Hoy and Miskel
1987).
What Are Some Factors that Affect Teacher Morale?
As noted above, a healthy school environment and high teacher
morale tend to be related. A principal's ability to create a positive
school climate and culture can affect teacher morale. As Adams (1992)
states, "Principals, who control many of the contingencies in the
work environment and are the source of much reinforcement for
teaching behavior, are the keys to improving the morale and
self-esteem of teachers."
A recent report on job satisfaction among American teachers
identified "more administrative support and leadership, good student
behavior, a positive school atmosphere, and teacher autonomy" as
working conditions associated with higher teacher satisfaction
(National Center for Education Statistics 1997). Favorable workplace
conditions were positively related to teacher' job satisfaction
regardless of whether a teacher was employed by a public or private
school, an elementary or secondary school, and regardless of
teachers' background characteristics or school demographics (National
Center for Education Statistics).
The study also found that "teachers in any school setting who
receive a great deal of parental support are more satisfied than
teachers who do not." A weak relationship was found between teacher
satisfaction and salary and benefits (National Center for Education
Statistics).
Teachers' perceptions of students and student learning can also
affect their morale. In a cross-cultural study of teacher enthusiasm
and discouragement that included teachers from the U.S. and six other
nations, "Teachers clearly identified students as the primary and
central factor that has an impact on both their professional
enthusiasm and discouragement.... Teachers almost universally
treasure student responsiveness and enthusiasm as a vital factor in
their own enthusiasm, and conversely list low motivation in students
as a discourager" (Stenlund 1995).
Because of their relative isolation from other adults, teachers
have little opportunity to share their successes with colleagues and
administrators. This results in greater reliance on student
responsiveness for teachers' professional satisfaction (Goodwin
1987).
Stress also affects morale. It can "result in emotional and
physical fatigue and a reduction in work motivation, involvement, and
satisfaction" (Stenlund). Feeling overly stressed can result in
erosion of one's idealism, sense of purpose, and enthusiasm.
Why Is Teacher Morale Important?
Miller (1981) notes that teacher morale "can have a positive
effect on pupil attitudes and learning. Raising teacher morale level
is not only making teaching more pleasant for teachers, but also
learning more pleasant for the students. This creates an environment
that is more conducive to learning."
Morale and achievement are also related. Ellenberg (1972) found
that "where morale was high, schools showed an increase in student
achievement."
Conversely, low levels of satisfaction and morale can lead to
decreased teacher productivity and burnout, which is associated with
"a loss of concern for and detachment from the people with whom one
works, decreased quality of teaching, depression, greater use of sick
leave, efforts to leave the profession, and a cynical and dehumanized
perception of students" (Mendel citing Holt 1980).
In short, the morale of teachers can have far-reaching
implications for "student learning, the health of the organization,
and the health of the teacher" (Mendel).
What Steps Can Teachers Take To Preserve or Raise Their
Morale?
Sometimes teacher morale drops almost imperceptibly over time, so
subtly that teachers may not be fully cognizant of the decline.
Nothing can change, however, in the absence of awareness. If teachers
to be encouraged, they must first recognize their diminished status
&emdash;that they are "discouraged&emdash;and take action to become
'couraged' again" (Bolin 1987).
Reassessment, when coupled with renewal, can often lead to
encouragement. Reassessment involves reexamining something in order
to value it again (Bolin). And renewal "implies recovery. To become
renewed, teachers must reopen the case for teaching, looking again at
why they chose to set out on such a vocational venture" (Bolin).
Berman (1987) also emphasizes the need for individuals "to give
attention to the care and replenishing of self if they are to be
dynamic, sensitive, perceptive persons&emdash;persons who get excited
about ideas and people. Teachers need to be able to keep the
freshness and spark that frequently mark a novice in the field, while
at the same time embedding freshness in wisdom and thoughtfulness."
Berman advises teachers to consider what is uplifting and
energizing for them and then work toward integrating those things
more fully into their lives. She suggests breaking out of routines
and doing the unusual, planning for next steps in professional
development, developing a network of individuals to dialogue with,
and investing fully in tasks at hand as routes to replenishment.
How Can Administrators Influence Teacher Morale?
People who feel empowered tend to have higher morale. As Maehr,
Midgley, and Urdan (1993) state, "People are more personally invested
in their work with an organization when (1) they have a voice in what
happens to them; and (2) their work has meaning and significance in
contributing to a higher purpose or goal."
When teachers' sense of self-determination and purpose are
supported, teachers relate to students in a qualitatively different
manner (Maehr, Midgley, and Urdan).
By treating teachers in ways that empower them, such as involving
them in decisions about policies and practices and acknowledging
their expertise, administrators can help sustain teacher morale.
Principals can also strengthen teacher morale by actively standing
behind teachers. Effective principals serve as guardians of
teachers' instructional time, "assist teachers with student
discipline matters, allow teachers to develop discipline codes, and
support teachers' authority in enforcing policy" (Blase and Kirby
1992).
Although teachers can take steps individually to preserve their
professional satisfaction and morale, they must also be nurtured,
supported, and valued by the broader school community. When teachers
are provided with what they need to remain inspired and enthusiastic
in the classroom, students as well as teachers will be the
beneficiaries.
Resources
Adams, Charles F. " 'Finding Psychic Rewards in Today's Schools':
A Rebuttal" Clearing House 65, 6 (July-August 1992): 343,
346-47. EJ465 147.
Bentley, Ralph R., and Averno M. Rempel. Manual for the Purdue
Teacher Opinionaire. West Lafayette, Indiana: The University Book
Store, 1980.
Berman, Louise M. "The Teacher as Decision Maker." In Teacher
Renewal: Professional Issues, Personal Choices, edited by Frances
S. Bolin and Judith McConnell Falk. New York, Teachers College,
Columbia University, 1987.
Blase, Joseph, and Peggy Kirby. Bringing Out the Best in
Teachers: What Effective Principals Do. Newbury Park, California:
Corwin Press, 1992. 156 pages. ED341 165.
Bolin, Frances S. "Reassessment and Renewal in Teaching." In
Teacher Renewal: Professional Issues, Personal Choices, edited
by Frances S. Bolin and Judith McConnell Falk. New York, Teachers
College, Columbia University, 1987. 244 pages. ED277 678.
Ellenberg, F. C. "Factors Affecting Teacher Morale." NASSP
Bulletin 56, 12 (December 1972): 76.
Goodwin, A. Lin. "Vocational Choice and the Realities of
Teaching." In Teacher Renewal: Professional Issues, Personal
Choices, edited by Frances S. Bolin and Judith McConnell Falk.
New York, Teachers College, Columbia University, 1987. 244 pages. ED
277 678.
Henderson, David L., and Travis W. Henderson. Texas Teachers,
Moonlighting, and Morale: 1980-1996. Huntsville, Texas, 1996. 28
pages. ED398 179.
Hoy, Wayne K., and Cecil G. Miskel. Educational Administration:
Theory, Research, and Practice. 3rd Ed. New York: Random House,
1987.
Maehr, Martin L.; Carol Midgley; and Timothy Urdan. "School Leader
as Motivator." Occasional Papers: School Leadership and Education
Reform. Urbana, Illinois: National Center for School Leadership,
1993.
Mendel, Phillip Charles. An Investigation of Factors That
Influence Teacher Morale and Satisfaction with Work Conditions.
Doctoral dissertation. Eugene, Oregon: Division of Educational Policy
and Management, University of Oregon, 1987. 106 pages.
Miller, William C. "Staff Morale, School Climate, and Education
Productivity. Educational Leadership 38, 6 (March 1981):
483-86. EJ243 839.
National Center for Education Statistics. "Job Satisfaction Among
America's Teachers: Effects of Workplace Conditions, Background
Characteristics, and Teacher Compensation." Washington, D.C.: Author,
July 1997.
Parks, David J. "Leadership in Times of Austerity." Educational
Leadership 40, 5 (February 1983); 11-13. EJ276 370.
Stenlund, K. Vern. "Teacher Perceptions Across Cultures: The
Impact of Students on Teacher Enthusiasm and Discouragement in a
Cross-Cultural Context." The Alberta Journal of Educational
Research 41, 2 (June 1995): 145-61. EJ508 939.
Washington, Roosevelt, and Hoyt F. Watson. "Positive Teacher
Morale: The Principal's Responsibility." NASSP Bulletin 60,
399 (April 1976): 4-6. EJ149 639.
This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract No. OERI RR93002006. The ideas and opinions expressed in this Digest do not necessarily reflect the positions or policies of IES, ED, or the Clearinghouse. This Digest is in the public domain and may be freely reproduced.
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