School principals and others in leadership positions who oversee teacher performance, establish building environments, and provide professional development.
Published in Chapter:
Self-Care and Self-Advocacy for Improved Educator Engagement and Satisfaction: A Guide for Teachers and Administrators
Brennan Davis (Columbia College, USA) and Whitney Chick (Columbia College, USA)
Copyright: © 2022
|Pages: 23
DOI: 10.4018/978-1-6684-2334-9.ch001
Abstract
Teachers are leaving the profession at high rates for myriad reasons, including heavy workloads, too little time to complete tasks, lack of administrative support, inadequate professional development, and insufficient collaborative support. Well-being, a relatively new research area in relation to teachers, is at the heart of the issue of teacher retention. This chapter provides background information on teacher retention, an overview of self-care and self-advocacy for teachers, and strategies for teachers and administrators to implement for teachers' overall well-being. Teachers who work in supportive environments that allow for innovation, authentic collaboration, and leadership opportunities often have higher job satisfaction and perceptions of self-efficacy. Additionally, teachers whose well-being is cared for are better teachers, and student outcomes are positively correlated to increased teacher satisfaction, self-efficacy, and empowerment.