I was so INSPIRED by my conversation this morning with Dr. Barbara Edmondson. I have known Barbara for almost a decade, and every time I leave her presence, I feel encouraged, reflective, and inspired.
In our conversation, Barbara spoke about the importance of educational leaders knowing their charisms and core beliefs. I could not agree more. When we understand the gifts we have been given and the beliefs that ground us, we are better able to serve with clarity, purpose, and joy.
For many educators and school leaders, the next 9 to 12 weeks offer a beautiful opportunity to pause, exhale, and reflect on the “why” behind our service. Why did we choose this work? What gifts have we been called to share? What core beliefs continue to guide us when the days are long and the work feels heavy? Where did we see joy this year? Where did we help create it for someone else?
These are not small questions, but they are the questions that help us return to purpose.
Joy is not meant to be held alone. Joy is synergistic! When joy is shared among a school team, it strengthens culture, builds connection, and reminds us that the work we do matters. Recent research on teacher teams affirms that creating and sustaining a positive school climate requires ongoing collaborative work and that teachers experience their teams as important support structures connected to shared responsibility, safety, openness, and school climate work (Hammar Chiriac et al., 2024). A joyful school community does not mean a perfect school community. It means a community where people are willing to see the good, name the good, and carry the good forward together.
As we close one school year and begin looking toward the next, perhaps this is an invitation to pause and reflect:
*What are the charisms I bring to this work?
*What core beliefs guide the way I serve?
*Where have I seen goodness unfold this year?
*Who helped me remember the joy of the work?
*Who needs to hear a simple and sincere “thank you”?
To every educator, school leader, staff member, parent, and community partner who continues to serve others: thank you!
Thank you for the seen and unseen ways you show up. Thank you for the encouragement you offer, the patience you practice, the hope you carry, and the light you bring into your school communities.
The work you do matters, and when we train our eyes to see the good, amazing things happen.
In the midst of teacher discernment, where educators contemplate the decision to stay or leave the classroom at the end of the school year, the role of school leaders becomes pivotal in shaping the trajectory of teacher retention. Investing time in building and maintaining a positive school culture emerges as a crucial strategy for retaining teachers. The impact of teachers on society is emphasized in research, underscoring the need for schools to promote this message as part of their teacher retention efforts (Dutta & Sahney, 2016). Examining the interconnected dynamics of climate, teacher retention, and the leadership’s role in fostering a positive environment is paramount.
Studies, such as those conducted by Malinen & Savalainen (2016), highlight the significant influence of a teacher’s perceived school climate on job satisfaction, burnout, and self-efficacy. The pervasive issue of teacher stress, compounded by the challenges of the pandemic, further emphasizes the importance of a positive school climate in contributing to teachers’ mental health and overall well-being (Gray et al., 2017; Alexander et al., 2020). As teachers grapple with physical and emotional burnout, creating a supportive and positive work environment becomes imperative for retention and education’s overall effectiveness.
The National School Climate Center (2019) defines a school’s climate as the quality and character of school life, reinforcing the idea that schools are mirrors of the societal landscape (Katz & Donohoo, 2022). In the wake of the COVID-19 pandemic, the American Psychological Association advocates for reflection on the psychological factors at play in education (Bouffard, 2022). Encouraging curiosity and fostering inclusive school climates that respect diverse voices and viewpoints are suggested strategies for school leaders to navigate the complexities teachers face (Bouffard, 2022). As a member of a team that serves in schools, how do you contribute to providing and enhancing the positive energy in your school that is essential for student learning? A smile and a kind word go a long way!
Educational leaders play a pivotal role in improving school climate by maximizing the school team and community attributes (Hu et al., 2019). The polarization and division in society, as evidenced by recent Pew Research Center studies (Dimock & Wike, 2021), contribute to the challenges teachers encounter. Therefore, understanding and addressing these external factors become integral to the school’s overall climate and teacher retention efforts.
As we navigate changes in education, it is crucial for educational leaders to listen attentively to educators’ concerns about their working conditions (Goldstein, 2019). Supporting current educators is not only an immediate necessity but also serves as a vital stopgap in retaining qualified professionals within our schools.
The investment in a positive school culture by school leaders is not merely an option but a strategic imperative for addressing the multifaceted challenges faced by teachers contemplating their continued commitment to remain in the classroom or the profession as a whole. Creating an environment where respect, encouragement, learning, and curiosity are practiced in words and action is synergistic.
When we train our eyes to see the good, amazing things happen…may we strive to CHOOSE to share the good!
May we continue to seek knowledge in all things~
Denise
Author’s Note: This blog post uses direct excerpts from an original dissertation publication in its entirety. Please use the following citation when referencing this work:
Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education, and student learning: A review. Canadian Psychology, 58(3), 203-210.
Hu, B., Li, Y., Wang, C, Reynolds, B. & Wang, S. (2019). The relation between school climate and preschool teacher stress: The mediating role of teachers’ self-efficacy. Journal of Educational Administration, 57(6).
Katz, S. & Donohoo, J. (2022). How to achieve collective efficacy in time of division. The
Learning Professional, 43 (2), 20-23
Malinen, O. & Savalainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144-152.
Author’s Note: This blog post uses direct excerpts from an original dissertation publication in its entirety. Please use the following citation when referencing this work:
I am so excited to share that Maria Chubb and Karina Lepkowski mastered educators teaching at Most Holy Trinity within the Archdiocese of Detroit Catholic Schools will be coming to share their best practices they have been sharing at Detroit area EdCamps and Archdiocese of Detroit professional development sessions on March 3rd for our Archdiocese of Baltimore and Loyola University “Harness the Power Within” Professional Development Day!
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