Improving Teacher Morale: 3 Strategies for Schools and Districts

Low morale is a widespread challenge among U.S. teachers, with contributing factors that range from a perceived lack of professional autonomy to chronic behavioral issues in the classroom that disrupt instructional time. Additionally, some teachers report feeling a lack of respect from students, parents, and school leaders. 

While morale challenges often stem from complex, systemic factors, district and school leaders are well positioned to foster positive change within their spheres of influence. Improvement begins with increased understanding of the ways that low morale manifests itself across a school system, followed by solutions that serve and support teachers rather than placing the burden on them to change or to “remember their ‘why.’” 

Here are three practical strategies district can school leaders can implement to help teachers feel more supported, respected, and heard. 

1. Protect Teachers’ Time and Autonomy 

Many teachers feel their workload is too high and their sense of autonomy too low. To address these concerns, leaders can see to it that the meetings teachers attend and the administrative tasks assigned to them are truly necessary. Also, in addition to traditional evaluations and classroom walk-throughs, district and building leaders can use brief, informal check-ins focused on connecting with teachers and learning how best to provide the support they need. 

Additionally, leaders can seek opportunities to demonstrate trust in teachers’ professional judgment, including allowing more control over instructional decisions and offering choice-based professional development that puts teachers in charge of their own growth and learning. 

2. Create Systems and Structures to Value and Support Teachers 

Leaders who recognize teachers’ expertise and solicit their input are more likely to cultivate a positive, motivated school culture. Initiatives such as teacher advisory councils with genuine decision-making power, mentorship programs that extend beyond new teacher onboarding, and opportunities for collaborative teacher interaction across schools can build trust and reinforce teachers’ professional identities. 

To recognize and celebrate teachers in a meaningful way, leaders can offer more than one-time gestures. Instead, they can implement systems for recognition and support that are consistent, inclusive, and sustainable over time. 

3. Establish Consistent Disciplinary and Procedural Frameworks 

As with any effort to improve an organization’s culture, the success of morale-boosting initiatives depends on the foresight, commitment, and modeling of administrators who lead by example. In education, this can include working collaboratively with principals across districts to establish and uphold clear, fair disciplinary policies, systems, and practices and take shared responsibility for their implementation. When educators see that cultural norms and expectations are applied equitably and that leadership stands behind them, it builds trust, reduces burnout, and reinforces a sense of professional support. 

Because workplace satisfaction and effectiveness go hand in hand, academic performance gains are far more likely to occur within a culture that prioritizes teacher morale. By recognizing their own power to effect change, treating teachers as trusted professionals, and holding themselves and their teams accountable, district leaders can create the conditions for a more engaged educator workforce. In so doing, leaders will move their districts closer to achieving overall performance goals—while building a stronger, more successful school system.