Teaching+as+a+Living

Teaching for a Living Two out of three of America’s 4 million K-12 teachers appear disheartened and disappointed about their jobs. Forty percent were disheartened, thirty-seven percent were contended and twenty-three percent were idealists. Each of their impressions of there schools, administrations, and students varied widely. Policy Implications The characteristics and specific views of each group raise important questions for the field. Are the idealists the best prospects for high – needs schools and for reinvigorating the profession and what do school leaders need to do to retain them in the fields? Given the idealists passion for improving their student’s lives, how can administrators ensure that they have the skills and support to fulfill that goal. The disheartened pose a different challenge. Some may be ill-fitted to the job and ready to move on, but hoe should the profession encourage and support their transition? Others may be good teachers trapped in dysfunctional schools and in the right environment may change their views. While these teachers may be helping their students despite their bleak outlook, the researchers point out that it would be hard to believe that these disheartened teachers are effective as they could be given their own reports about their situation. Could good leadership, evaluation and better support re-energize them, or would it be better for some portion of them and their students if they found another line of work? See the full article at http://www.publicagenda.org/pages/three-distinct-sensibilities.