Thirty-five percent of K-12 educators think they “matter a great deal” at their schools, according to new survey data from Gallup, the Walton Family Foundation and the Mattering Institute.
The findings offer a sobering snapshot of the morale among the teaching workforce at a time when many students are struggling in core subjects, and adults cast doubt on schools’ ability to prepare students for the future.
Research shows a strong sense of mattering is linked to better well-being. Of K-12 educators in their first or second year on the job, nearly two-thirds who feel they mattered a great deal said they planned to stay in the field throughout their careers, according to the researchers.
“It’s very hard when you feel like you don’t matter, or your work is not recognized to have the capacity and bandwidth to act as a first responder to so many students’ struggles day in and day out,” said Jennifer Wallace, founder of the Mattering Institute. “These are wake-up calls” for school leaders and policymakers.
Forty-seven percent of educators responded that they feel they matter “somewhat,” according to the results. Educators aged 60 and over, staff at private and charter schools and those who teach special education are most likely to feel they matter significantly.
Wallace recommended school leaders routinely recognize educators, invest in employees’ career growth and incorporate hands-on activities into the workday. Teachers who can exercise their creativity are more likely to feel they matter, she said.
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