Surveys Reveals Educators Stress Contributes to Other Issues

 Stress and mental health are challenges for many school leaders, such as principals, counselors, and supervisory and administrative staff. According to survey findings published in an August 2022 NASSP press release, one out of two school leaders are considering changing careers because their stress levels are so elevated. Thirty-eight percent of school leaders reported their intent to leave the profession within three years, 14 percent planned to go in the next year, and 24 percent planned to leave in the next two to three years.

Of the job-related stressors, 73 percent point to educator shortage as a source of stress. Factors that would make these school leaders not leave the profession include improved work-life balance (28 percent), a higher salary (21 percent), respect for the profession (15 percent), and more teachers/staff (12).

While the survey did not state outright that a lot of administrative paperwork contributed to principals' feelings about the job, the figures illustrate that many school leaders spend excessive time on paperwork and meetings when they would instead be working with students and teachers. Seventy percent of principals report spending over six hours weekly on paperwork, and 64 percent report spending over six hours in meetings. Conversely, principals would rather spend more time with students and supporting/observing teachers.

This survey supports January 2022 RAND Corporation figures that 85 percent of 1,540 principals experience job-related stress, according to a June 2022 Education Week article. These percentages are high compared to a national sample of working adults, of which only a third reported experiencing work-related stress.

Moreover, the survey reported that 48 percent of principals were burned out compared to 44 percent of the national sample of workers. While mental health was a factor in the poll, stress levels impacted school leaders, so many are considering leaving their professions. According to a June 2022 Education Week article, one leading source of stress for principals was staffing and non-staffing (also mentioned in the NASSP survey). Other stressors for principals are that, while stressed, they must support staff and teachers' mental health and well-being, find ways to make up for lost instructional time, support student mental health, and incorporate COVID-19 mandates.

The RAND Corporation Data revealed that stress impacted a higher percentage of principals who were women and communities of color. While the source did not report directly that racial discrimination was a source of stress for principals from this demographic, it stated that principals of color reported at least one incident of discrimination. These incidents include being held to a different standard, experiencing verbal or nonverbal microaggression at school, and experiencing the discomfort of others who are hesitant to approach them because of race. Seventy percent of principals who experienced racism did so from student family members and parents, while 56 percent stated that their coworkers were the source of racism.

However, the RAND survey found that positive school environments mitigated negative experiences and reduced the likelihood that educators left the school/profession. Providing mental health support to principals and teachers was one way to support educators. The survey found that 20 percent of principals, specifically, did not know they had access to employer-provided mental health support or had any support at all.

Further, the NASSP survey supported giving school leaders a positive work environment to reduce attrition. An overwhelming percentage of respondents (88 percent) reported that they were satisfied with their role at school. Figures that reflect 86 percent reported having autonomy in making decisions and adequate resources, and 83 percent said they had a voice at their school, contributing to positive working environments and a decrease in principal attrition.

An Overview of Charter Schools in the United States

 In the United States, charter schools function as independent, publicly-funded learning facilities typically established by local educators, families, and community groups. The word “charter” refers to the fact that each charter school operates under a charter recognized by a local, state, or federal authority on education. Charter school leaders have much more flexibility over the curriculum and other aspects of faculty and student life compared to traditional public schools. In addition, charter school opportunities are only limited by availability, as opposed to costly private school tuition.

Charter schools are sometimes referred to as “schools of choice,” because they represent a second option for families who initially believed they could only choose between local public and private schools. Unfortunately for families interested in alternative approaches to education, the number of US charter schools remains relatively small. Following the 2019-2020 school year, just over 7,500 charter schools were operating in America, up from less than 2,000 in 2001.

While these figures indicate an upward trend for charter schools, there were over 98,500 public schools in 2021, along with more than 30,000 private schools. Furthermore, the rate of growth for charter schools in the US has slowed since 2016.

It should be noted that, unlike public and private schools, charter school options do not usually extend beyond high school education. In Massachusetts, for instance, free charter public education must be made available to students up to the age of 22, but there is no legislation regarding charter school education beyond that point.

Families interested in public charter school education may wonder how charter students stand up academically compared to students from more traditional learning environments, particularly students from historically underserved cohorts. A study drawing on student data from 2005 through 2017 showed that these cohorts made more significant gains in charter school settings, especially African American students coming from low income households.

There are a range of benefits when it comes to opting for charter school education. Charter environments tend to be more supportive of innovation and specialization, allowing students to receive an effective, memorable learning experience tailored to their needs. Charter schools often engage family members and other parts of the community. In addition, charter schools are not only held to the same legal and academic standards as public schools, but must also adhere to specific financial strictures and any specific objectives outlined in the school’s charter.

The expanded choice for families can also represent something of a drawback. Charter schools are diverse in nature. Unlike public schools, one charter school can provide a child with a radically different academic experience compared to a charter located in the same town. It makes it imperative that families research the various types of charter schools, and ensure that their chosen institution is a good fit for the student.

For example, STEM charter schools are heavily rooted in science, technology, engineering, and mathematics (STEM) learning, while language immersion charter schools balance general education with helping students achieve fluency in the target language. A child who struggles with or is otherwise uninterested in science and math would likely not enjoy their time at a STEM charter school, while families who do not value bilingualism should not enroll their child in a language immersion charter school. Other options include project-based charter schools, Montessori schools, and environmental science charters.