- A sense of a job well done
- Confidence in our abilities
- Great people to work with
- Feeling valued for our efforts
- Being heard and understood
In March 2015 the OECD released a report from the International Summit on the Teaching Profession: Schools for 21st Century Learners (2015) by Andreas Schleicher. It identified some good news, and some not-so-good news:
The good news: The most successful education systems are those in countries whose society values the teaching profession.
The not-so-good news: Fewer than one in three teachers believe that teaching is a valued profession in society.
“…their belief in their ability to teach, engage students and manage the classroom – has an impact on student achievement as well as teachers’ own practices enthusiasm and job satisfaction and behaviour in the classroom.”
What can school leader do to enhance teachers’ self-efficacy and job satisfaction?
1. Distributed leadership, provides opportunities to participate in decision making at school.
2. Positive interpersonal relationships between teachers and their colleagues and teachers and their students
“Good relations between teachers and their colleagues and between teachers and their students can mitigate the negative effects of challenging classrooms…”
3. Meaningful appraisal and feedback that recognises and celebrates teachers’ strengths while simultaneously challenging teachers to address weaknesses in their pedagogical practices.
4. Provide a culture of collaboration among teachers through:
- jointly teaching the same class
- observing and providing feedback on other teachers
- engaging in different classes and age groups
- professional learning
“The strongest association with teachers’ job satisfaction appears to be participating in collaborative professional learning activities five times a year or more.”
5. Applying a variety of teaching practices, from instructional to constructivist practices.
“The latter [constructivist practices] forms of teaching and learning help to develop students’ skills to manage complex situations and to learn both independently and continuously. It has also been argued that these practices enhance students’ motivation and achievement.”
6. Quality professional development. A focus on the three components of self-efficacy – classroom management, instruction and student engagement – strengthen their confidence.
7. Capacity to positively handle misbehaving students.
Teachers who spend more time keeping order in the classroom reported lower levels of self efficacy and job satisfaction
This report reinforces what many of us know and believe. When teachers are confident in their abilities, working positively and productively with our peers (and students) and equipped for the job, we build a place where our people want to come to work everyday… because we’re happy!