Work Attitudes of Teachers

A teacher’s mindset is a powerful driver in the quality and commitment of their work. When things are tough, it is possible teachers may not give their best effort. This post will cover a variety of topics related to teachers in the workplace. We will look at job involvement, job satisfaction, and institutional commitment, among other issues.

Job Involvement 

Job involvement is a measure of a person’s interest in their job. For teachers, involvement can vary as with other occupations. A common enemy for teachers is burnout, which is a sign of overwork and perhaps over-commitment to teaching. Burnout symptoms can be fatigue, insomnia, loss of appetite, and or pulling away from social gathers. It is common for people’ who are highly involved to experience burnout because of their passion for teaching.

Naturally, teachers should be highly involved and engaged in their job of helping young people. However, it is also equally important to avoid the trap of burnout. If a teacher is overworked and fatigue from being too involved with their work, they will not support and help students to the level they should.

Job Satisfaction

Job satisfaction is a closely related term to job involvement; this construct is the emotional state a person feels towards their job. For teachers, this can be seen as how much they love their work. A person can be highly involved with their job and hate the situation they are facing. For example, many teachers love teaching, but the stress of misbehaving students can take the emotional joy out of a job they are highly involved with.

Other factors affect job satisfaction. Pay can play a critical role in satisfaction. It is common knowledge that teachers are generally paid poorly compared to other professions.

Supervisor support is another factor. For teachers, this can vary from place to place. Some schools have highly supportive administrators who mentor and help teachers with challenges. However, the opposite is also the case, and that is the administrator who comes when there is a problem.

Lastly, coworker interaction can play a role in job satisfaction. Teachers spend the majority of their time only in the classroom. However, there are still plenty of opportunities for positive and negative interactions with colleagues. Meetings, lunch breaks, workshops, field trips, etc., are all opportunities for encouragement and backstabbing from other teachers.

Institutional Commitment

Institutional commitment is the strength with which a teacher identifies with their school or organization. This can involve accepting the school’s goals, exerting effort for the organization, and a strong desire for maintaining a connection with the institution. There are three components to the institutional commitment: normative, affective, and continuance commitment.

Normative commitment is a teacher’s sense of obligation towards their school. This can come from family, peer, or some other form of socialized pressure. Teachers may stay at a school because it is not socially acceptable to people in their social group to quit the job or move on to other opportunities. For many, this is the wrong reason to stay committed to an organization.

Affective commitment is the emotional attachment a teacher hast towards their institution. As the years go by and the memories increase, teachers can often develop a fondness for their employment institution regardless of the negative factors. Affective commitment is often the most valued because it will usually encourage a teacher’s hard work and effort.

Continuance commitment is a teacher maintaining allegiance to an institution because there are not any better opportunities. The teacher is strictly working at that particular school for the money. Many administrators are not fond of this type of commitment, but the reality is that people have to work, and there are times when they are waiting for other doors to open.

The various ideas discussed here do not only apply to a commitment to an institution. Some teachers love teaching and are committed to that regardless of the institution in which they work. They may love teaching or may be pressured to be a teacher, maybe they are waiting to change careers, or it could be a combination of all three.

Conclusion

The attitude and commitment a teacher has towards teaching and even where they work can vary from person to person. What motivates and drives any individual to do anything is a complex process to understand. The purpose here was to provide some ideas into what affects a teacher’s view of their occupation and place of work.

1 thought on “Work Attitudes of Teachers

  1. Pingback: Work Attitudes of Teachers | So, You Think You Can Teach ESL?

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