The relationship between teachers and administrators is crucial, especially during times of high stress and burnout. A strong connection with an administrator can help a teacher feel supported, find balance and discover growth opportunities. However, administrators often face numerous competing priorities, which can make it challenging to prioritize their relationships with teachers. This is the case at my school, and I’m concerned that teacher-administrator bonds will suffer as a result.
The role of a school administrator is demanding. Administrators are the go-to problem-solvers for students, staff and parents, and they’re responsible for reporting to district leaders. So it’s no surprise that a January 2022 survey by the RAND Corporation showed that 85 percent of principals are experiencing job-related stress. Principals are overwhelmed and burned out.
While the pandemic may have raised public awareness of the plight of education and the stress teachers and administrators face, this has always been a reality. So, too, has the importance of the relationship between teachers and administrators. A report published in Transforming Education in 2019 examined what happens when school leaders establish a culture of trusting relationships. A series of visits to school campuses across the country, in which students, educators and leaders were observed and interviewed, confirmed that positive relationships build and reinforce the conditions in which teachers are able to “hone their practice, which will in turn support students’ academic and social-emotional development.” According to the report, “establishing strong relationships with and among school staff can improve teacher morale and help mitigate those factors that lead to teacher burnout and, ultimately, teacher turnover.”
While I can’t say I’ve experienced this type of strong bond with school leaders during my time in schools, multiple education-adjacent roles I’ve held at education nonprofits confirms these points. At those organizations, I did have strong connections with leaders and it made a big difference. The leaders who trusted me to do my job and made me feel respected motivated me the most. Those are the leaders who have helped me improve my practices and boost outcomes.
Reflecting on the strong leaders I’ve worked with, clear communication was key. They all offered guidance, feedback and support in a timely and constructive manner — which helped me improve my work, address any concerns and feel more confident in my role. They also took a collaborative approach, involving employees in decision-making processes, which led to better problem-solving and helped build more effective and sustainable solutions to challenges.
In schools, the strongest relationships between teachers and leaders involve recognition and appreciation for the hard work and dedication that teachers put into their job. When principals acknowledge the efforts of teachers and celebrate our successes, it can boost morale, leading to a more positive and collaborative school culture. In addition to motivating teachers by building relationships rooted in trust and respect, administrators can provide teachers with the support and resources we need to be effective and successful, including professional development opportunities, mentoring and access to instructional materials and technology.
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