How to Meet District Expectations and Teacher Needs

Teacher burnout is a pervasive and growing challenge in education, with serious implications for morale, staffing levels, and student performance. The problem is particularly acute among K-12 workers, with 44% saying they “always” or “very often” feel burned out at work, according to a recent Gallup study. 

District leaders know they must act to address this problem, but they often find themselves at cross-purposes, pursuing two goals that exist in perpetual tension with each other. They know that even as they are responsible for fulfilling district mandates around performance and achievement, they must also prioritize the capacity and morale of their teachers and staff. 

Because lack of administrative support is one of the major factors behind teacher burnout, leaders must ensure that initiatives to address this problem are well designed and implemented with great care. To do this, leaders need sustainable practices built around collaborative, solution-finding processes in which teacher-led initiatives and innovations are the mechanisms driving change. 

Understanding the Burden of Burnout 

Though every school has its own set of advantages and challenges, teachers who report feeling burned out point to several contributing factors that are common throughout the education sector. These include: 

• Excessive workload—time spent outside the classroom, administrative tasks 
• Lack of administrative support—inadequate resources and guidance 
• Limited autonomy—lack of control over classroom decisions 
• Challenging work conditions—crowded classrooms, outdated facilities 
• Interpersonal challenges—problematic student behavior, difficulty in managing parent relationships, isolation from colleagues, lack of appreciation from leaders, colleagues, students, and families 

Strategies for Empowerment and Higher Morale 

Even as district leaders maintain their focus on performance goals and mandates, they should also prioritize proactive engagement with teachers to ensure a steady supply of teacher feedback. Input from teachers is critical, as it helps leaders find the right balance of strategies and tactics to both prevent and mitigate burnout. Consider these key examples: 

• Establishing and maintaining effective communication channels with teachers helps provide an accurate and current view of the specific causes of burnout that need to be addressed.  
• Promoting greater work-life balance includes giving teachers the planning time and staff support they need to reduce their administrative burden, as well as offering mental health resources to support their overall well-being.  
• Giving teachers greater autonomy over their classrooms and instructional decisions will enhance feelings of ownership, a key driver of improved morale. 
• Leveraging peer relationships among teachers can include establishing collaborative professional learning communities so that useful resources and best practices can be shared across schools. 

It is also important to note that district leaders can support teachers by pursuing their own opportunities for collaboration and professional growth. Leaders who build a strong support network with other school leaders across the district will be better equipped to understand and respond to teachers’ needs as they arise. 

By defining clear end goals, inviting teachers into an ongoing conversation, and holding themselves to a high standard of continuous growth and improvement, district leaders can help ensure that any effort to improve morale and reduce burnout will be more than well intentioned—it will be more likely to produce results and be sustained into the future.