More than a quarter of teachers lack the basic materials or staffing support needed to do their jobs efficiently, new research claims. Here’s what needs to improve.
Some 24% of teachers say they don’t have enough classroom furniture, lack access to computers or laptops for students (26%) and inadequate printing supplies (35%), according to a new Walton Family Foundation-Gallup survey. Teachers also describe the process of acquiring such materials as “very” or “somewhat difficult.”
Why does this matter? According to the research, teachers who report having adequate classroom resources are more likely to report high job satisfaction (77%) than those who don’t (44%).
Teachers hold similar opinions toward professional development. Some 80% of teachers who rate their professional development opportunities positively are satisfied with their jobs, compared to 53% of those who do not.
Meanwhile, the findings suggest that these gaps are exacerbated by widespread staffing shortages. Nearly two-thirds of teachers say they don’t have enough classroom aides or paraprofessionals, behavioral intervention specialists (64%) or access to mental health and special education support staff (62%).
Proven ways to boost job satisfaction
While superintendents continue their efforts to improve recruitment and retention in their districts, there are additional ways to ensure teachers are happy where they work, including giving them more agency in their professional development opportunities.
According to the data, 68% of teachers who can choose their training workshops say those opportunities are at least “moderately valuable,” compared with just 39% of teachers who don’t have any input.
Similarly, 68% of educators who have a choice say their development is relevant to student needs, versus 46% of those who don’t.
Teachers also prefer collaborative planning as a form of professional development, specifically on a weekly basis. Sixty-eight percent of teachers who participate in collaborative planning meetings rate them as “highly” or “moderately valuable” to their development.
Meetings that are led by educators or that have no designated leader are perceived as nearly 10% or more valuable than meetings led by administrators or instructional coaches.
“Teachers are catalysts for change and creativity in every classroom,” said Romy Drucker, education program director at the Walton Family Foundation. “When we equip them with the tools to succeed and opportunities to grow, they elevate learning and unlock potential for every student.”
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