There are ways to keep Kentucky teachers in the classroom. Here’s how. | Opinion

The last three years have been challenging for teachers, and it has not gotten any easier as schools returned to pre-pandemic normalcy. As we approach the new school year, it is important to take stock in where we are and how teachers are feeling. Our research suggests that teachers need most right now is support from their school leaders.

We have spent the last three years surveying and interviewing teachers to understand their experiences during and after the COVID-19 pandemic. We surveyed teachers nationally at the end of the last school year and found that Kentucky teachers have average mental health and morale compared to the rest of the United States. Both mental health and morale have improved since the survey we conducted in May 2022; however, the average scores still fall in the medium-to-low range and teachers still face many challenges.

Our preliminary findings suggest that teachers who report having greater administrative support also report having better mental health and morale. Teachers with better mental health and morale were also more likely to see themselves in the classroom three years from now. These findings are true for both Kentucky teachers and teachers nationwide.

What does support look like? Our research suggests that three things rise to the surface — autonomy, time, and support with student behavior. Teachers who have the freedom to make decisions for their classrooms, the time to do their work, and receive support with behavior challenges are more likely to experience success in the classroom and remain in the profession.

Teachers need autonomy. Teaching is both a science and an art, and teachers who have the creative space to design lessons that engage their students are less burned out, more satisfied with their work, and have better morale and mental health. When teachers are given a scripted curriculum and make few decisions about how to do their work, they feel less supported.

Teachers also need time to do their work. Most teachers are afforded planning time during their day; however, it is not always honored. As a high school science teacher from Kentucky shared, “There are not enough substitutes, so teachers…have to lose their planning to cover other classes.” This was common during the pandemic when teachers might have been sick with COVID-19 or needed to quarantine. Now that the crisis has passed, teachers need protected time to do their work.

Finally, teachers need support with student behavior. As one elementary school teacher shared, “There are no consequences for student behavior. As classroom teachers, we are very limited in what consequences we have. Pair this with little parent and administrative support, and students know they can act a certain way and nothing will happen.”

Many teachers have shared similar sentiments with us. The good news is that teachers who have felt supported by their leaders to maintain a positive learning environment have greater job satisfaction and are better able to engage their students in meaningful lessons. Our research suggests this is possible when teachers feel support from their school leaders.

At a time when there are teacher shortages and fewer individuals entering the profession, it is important to keep talented teachers in the classroom. Teachers who lack support may look for greener pastures.

Tim Pressley is an associate professor of psychology at Christopher Newport University in Virginia and a former fourth-grade teacher. David T. Marshall is an associate professor of educational research at Auburn University and a former middle and high school history teacher.