Low Teacher Morale 1 Running head: LOW TEACHER MORALE Low Teacher Morale: A Severe Problem Affecting Teachers and Schools Everywhere Robyn Buehrle School August 29, 2013 Low Teacher Morale 2 Abstract This study investigates the correlation of teacher morale and student achievement. The role of the teacher is changing drastically, lowering teacher morale around the world. When teachers do not have support and their morale is low, student achievement is low, and attrition is high. This research study will use a survey to evaluate the morale of teachers in the Tempe Elementary School District and will use a measure of student performance to determine if there is a correlation between morale and student achievement. Low Teacher Morale 3 The future of society rests in the hands of teachers. Teaching is a critical profession, but many teachers are frustrated and dissatisfied with their jobs, and as a result, their morale diminishes (Bishay,1996). Lack of administrative support decreases morale, and Lumsden (1998) cited a 1980 study that found low morale reduces productivity and increases burnout, causing teachers to make efforts to leave the profession and leading them to develop dehumanized opinions of students. Mackenzie (2004) states that teacher morale is made up of three components: personal morale, school morale, and professional morale. Without high levels of morale in each category, positive teacher morale cannot be maintained. According to a study conducted by Mackenzie (2004), 97 percent of participants stated that leadership at their school sites has a major impact on morale. Miller (1981) found that there is a link between administrative behavior and teacher behavior because administrators are responsible for establishing and maintaining a positive school climate. Administrators lower morale around their schools when they are not visible in classrooms, when they are unrealistic in their desires and actions, and when they are not approachable or accessible (Miller, 1981). Rowland (2008) cited three studies conducted in 1995, 1990, and 2004 that proved principals have the power to increase or decrease teacher morale in their schools through their daily actions or attitudes. According to Rowland (2008), low morale stems from teachers feeling they are not treated as professionals, and due to administrators’ choices and efforts, many teachers perceive their administrator to be incompetent. Many teachers hope their administrators will act a certain way at all times; when administrators fall short of these expectations, teachers become discouraged and frustrated. On the other hand, Rowland (2008) states that principals who meet the expectations of teachers can positively affect the morale of that teacher. Rafferty (2002) asserts that Low Teacher Morale 4 administrators can empower teachers by keeping them informed with the latest policies and changes, including them in essential decisions, and acknowledging their expertise. Administrators can help sustain morale because teachers like to feel appreciated and can benefit from hearing their knowledge is valued. Principals can also strengthen teacher morale by actively standing behind teachers. When administrators are proactive and provide their teachers with support, resources, and credibility, morale increases (Rafferty, 2002). Teacher morale has been quickly diminishing over the past thirty years due to increasing demands (Mackenzie, 2004). Mackenzie (2004) conducted a study that found 66 percent of the participants surveyed claimed that their current morale levels, in general, are negative, and they agreed teacher morale overall is lower than when they began teaching. A teacher’s morale can make teaching seem like more of a job than a lifetime career. Excellent teachers with high morale and high enthusiasm are valuable assets to any school system, and those with low morale become poor teachers restrict learning and productivity from happening (Devi & Mani, 2010). According to Haberman (2004), burnout is defined as a condition in which teachers no longer function as professionals; they simply go through the motions, but have no emotional attachment to their work or students. Due to internal and external problems, many teachers who experience burnout no longer care or put forth any effort because they are worn out. Teachers who suffer from burnout only have one goal: to do the minimum required to remain employed (Haberman, 2004). Rapid burnout occurs because teachers’ jobs are physically demanding. In addition to teaching, many teachers have other time consuming responsibilities with which they are overburdened (Hollinger, 2010). Since teachers are physically, mentally, and emotionally pulled in every direction and more is expected of them each year, the joys of teaching fade away (Carter, 1994). When teachers do not receive support, feelings of dissatisfaction and Low Teacher Morale 5 discouragement occur, which affects morale and their daily work. Gonzales and Sosa (1993) cited a 1981 study that found due to low morale, attrition is a problem for many schools; many of the nation’s most talented teachers leave in the greatest numbers, leaving schools with many unskilled teachers. According to a 2000 study, many teachers have low morale and leave the profession due to lack of public and parental support, student discipline and attendance problems, lack of resources, large class sizes, low budgets, lack of administrative support, pessimistic colleagues and unskilled co-workers, and fear for personal safety (Postell, 2004). Postell (2004) cited several other studies conducted in 2005 and 2006 that found teachers feel hampered by state testing, excessive workloads, and low salaries. Furthermore, feelings of hopelessness due to power hierarchies and lack of recognition and respect from the administration, the public, and the parents all contribute to low morale and high teacher attrition. Locklear (2010) cited a 2001 study that found the attrition and turnover rates for teachers is, without fail, excessively higher than numerous other occupations in the nation, and as a result, high quality teachers in the classroom cannot be maintained. Locklear (2010) conducted a study, and the results found that teachers agree that the responsibilities of the teachers have changed immensely over the past few years, and due to this, one-third of teachers plan to leave the classroom before the retirement age due to unhappiness. In addition, Locklear (2010) cited a 2004 study that found about half of all teachers who leave the profession are seeking better career opportunities with more satisfaction and higher salaries. According to Locklear (2010), numerous factors such as lack of support and poor working conditions are pushing more and more teachers to depart from the profession. (Locklear, 2010). Andrews (1985) states frustration, alienation, and powerlessness are common qualities that accompany low morale, and many people can only take so much negativity before needing to Low Teacher Morale 6 move on. Cowan (2010) cited two studies conducted in 2005 and 2006 that found teacher attrition was more significantly impacted by school and student characteristics than it was by salary; it is more probable that teachers will leave the profession because of poor working conditions than because of low pay. According to Hollinger (2010), when morale is high and the faculty culture is in high spirits, “students excel socially and academically, teachers are productive and collaborative, and the school environment is dynamic and engaging.” Each school strives for high morale, but like everyone else, teachers have basic needs, and if these needs are not met, teachers will not work as hard and will no longer attempt to make a difference in the lives of their students. Miller (1981) claims that teachers need support, praise, special attention, responsibility, and encouragement to be motivated and attain high morale, but unfortunately, many teachers get nothing from their colleagues and superiors. Once teachers become dispirited, they do not see any reason to work hard. (Locklear, 2010). Devi and Mani (2010) cited a 1972 study that found morale and achievement are related; when teacher morale is low, schools showed a decrease in student achievement. Negative attitudes coming from the teachers rub off on the students. Andrews (1985) claims that teachers with high morale work harder at their jobs and for their students, and teachers with low morale detach themselves from the school environment. When qualified teachers do not fully immerse themselves in the classroom on a regular basis, student achievement will suffer due to lack of challenge and consistency. Teachers with low morale cannot connect well to students, which is a likely reason for low student achievement. According to Bishay (1996), positive teacher morale and motivation benefit students and teachers; students who recognize and appreciate passionate teachers who are interested in their learning will often try harder than a student whose teacher is unmotivated. Low Teacher Morale 7 Teacher-student relationships are key; student achievement increases when students know their teachers care about them, and students do not try as hard when they notice a lack of motivation in their teachers (Lumsden, 1998). High levels of energy and social interaction in teachers are associated to high motivation levels in students. Elevated levels of teacher motivation lead to improved student achievement (Bishay, 1996). According to Rafferty (2002), an important part of teaching is feeling a sense of selfworth; when teachers are happy, they translate those behaviors into classroom practice, which elevates student involvement and increases learning. Teachers with high morale had students that were absent less, showed higher achievement, and had better discipline (Miller, 1981). Low Teacher Morale 8 References Andrews, L. (1985). Administrator's handbook for improving faculty morale. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno= ED268663. Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Retrieved from www.hcs.harvard.edu/~jus/0303/bishay.pdf. Carter, S. (1994). Teacher stress and burnout. Organizing Systems to Support Competent Social Behavior in Children and Youth. Retrieved from http://www. eric.ed.gov/ERICWebPortal/detail?accno=ED380970. Cowan, T. (2010). Teacher perspectives on factors that affect teacher attrition and retention in rural middle schools of North Carolina. Retrieved from http://libres.uncg.edu/ir/wcu/listing.aspx?id=7754. Devi, U. & Mani, R.S. (2010). Teacher morale – the magic behind teacher performance. Academic Leadership: The Online Journal. Volume 8, Issue 2. Retrieved from http://www.academicleadership.org/article/Teacher_Morale_ the_magic_behind_Teacher_Performance. Gonzales, F. & Sosa, A. (1993). How do we keep teachers in our classrooms? The TNT Response. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno= ED364549. Haberman, M. (2004). Teacher burnout in black and white. Retrieved from http://www.educationnews.org/commentaries/opinions_on_education/32470.html. Low Teacher Morale 9 Hollinger, D. (2010). Why and how to improve teacher morale in a school. Hollinger International. Retrieved from http://www.hollinger- international.com/improve-teachermorale/. Locklear, T. (2010). Factors contributing to teacher retention in Georgia. Retrieved from http://acumen.lib.ua.edu/u0015_ 0000001_0000298#item%3Du0015 _0000001_0000298%3B. Lumsden, L. (1998). Teacher morale. Retrieved from http://eric.uoregon.edu/ publications/digests/digest120.html. Mackenzie, N. (2004) Teacher morale: More complex than we think? Retrieved from www.aare.edu.au/aer/online/0701g.pdf. Miller, W. (1981). Staff morale, school climate, and educational productivity. Retrieved from www.ascd.org/ASCD/pdf/journals/ed_lead/el_198103_miller.pdf. Postell, W. (2004). A model for enhancing morale among middle school teachers. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED497526. Rafferty, M. (2002). The effects of teacher morale on teacher turnover rates. Retrieved from http://webb.nmu.edu/Webb/ArchivedHTML/ UPCED/mentoring/docs/TeacherMorale.pdf. Rowland, K. (2008). The relationship of principal leadership and teacher morale. Retrieved from http://digitalcommons.liberty.edu/doctoral/70/.
