Q: In this economy, we've had to find more and more ways to save money and extend our resources. Unfortunately, the most effective and immediate ways to save are to reduce staff positions, slash budgets, increase teacher responsibilities, and increase class sizes.Many of our staff members have volunteered to take on extra responsibilities. Because they are grateful to simply have a job, they have been as positive as one can imagine. However, the reality of the upcoming challenges is setting in, and many are feeling overwhelmed. The result? Morale is down in the dumps. What can we do to improve staff morale?—Dan Weckstein Principal, Oakwood Junior High School Dayton, Ohio
A: A few years ago, our district faced massive budget cuts. Our grade 7–8 school lost 17 staff members, our class sizes were pushing 40, and extracurricular activities were eliminated. Morale among the surviving staff was at an all-time low.
In the fall our students arrived—as always, full of hope and excitement. We knew that although the upcoming school year would be particularly difficult for us, our students had only one chance to experience middle school. As a staff, we decided to make an especially strong effort to provide our students with a great year.
We adopted the mind-set that a positive attitude was crucial to fulfilling our commitment to students as well as to our own emotional survival. Throughout the year, we arranged staff social events. We went to ball games, had movie nights, and held backyard barbecues. We made a point to laugh as well as commiserate.
Our situation eventually improved, and many of the cut funds were restored. Although we never regained all we had lost, we did gain something from the experience. We talked more, laughed more, and got to know one another better. We supported one another through a difficult time and built a more supportive team and more positive school environment. Now that we again face rough financial times, we know from experience that we can weather the storm by remembering we're all in it together.
— Scott Herrmann Principal, Gemini Junior High School Niles, Illinois
When I became assistant principal at my school, morale was at a rock-bottom low. Survey data indicated that feeling unappreciated was the key problem. Staff members wanted to know that their extra efforts were not going unnoticed. They didn't mind doing more; they simply wanted a thank you.
We initiated the "Big Brown Triple Crown" award to acknowledge staff members for going above and beyond. Two or three staff members are recognized monthly at a staff meeting. They receive a stuffed representation of our colt mascot—a huge hit! We also set up a "From the Horse's Mouth" board in our faculty lounge. Staff members write notes of appreciation to colleagues, and monthly, we compile the comments and share them with all via e-mail.
Finally, we've implemented Positive Behavior Intervention and Support. Students and staff work together to focus on core expectations of respect, responsibility, and caring. Discipline referrals are down, achievement is up, and teachers feel they are making a difference. For a teacher, that's often the best morale boost of all.
— Lori Mora Assistant Principal, Deer Valley Middle School Phoenix, Arizona
Last year, when faced with many of these same issues, I felt it was important to communicate and foster the notion of team support. I continually—and I mean continually—asked my staff what I could do to support them. More often than not, they just wanted someone to listen to their challenges, recognize their efforts, and celebrate their successes. I increased my efforts to make teachers feel appreciated, including personal handwritten notes, e-mails, public recognition at staff meetings, giving staff an extra jeans day, and having more treat days in the lounge. (Little things go a long way in boosting staff morale!)
We have learned that it’s not just money (although that’s nice) that gives teachers efficacy and satisfaction in their work. I found that the best way to deal with the budget reductions was to involve everyone in making choices. When given the responsibility of making purchasing decisions, teachers rose to the occasion. They came to me with needs versus wants, and everyone generally had their needs met. There were times when I too felt drained, like I couldn’t be a cheerleader any more and I needed my own personal cheerleader. Persevere! Increase your support, don’t forget recognition, and share the decision making. Tough times can be weathered without bringing down the staff.
— Doreen Knuth Principal, Bloomer Elementary Council Bluffs, Iowa
Certainly there are lots of ways to help people feel better about where they work--from offering food at meetings, to supporting after-school get-togethers, to making a point of acknowledging individual faculty achievements. All of these are beneficial. But these activities are just a beginning. Leaders should focus on faculty collegiality.
Frederick Herzberg’s classic motivation-hygiene theory points out that while comforts and security are necessary to happiness at work, real job satisfaction comes from being able to exercise creative juices in finding solutions. Leaders can foster these feelings of achievement by organizing teachers and administrators so that they learn with and from one another. This is Roland Barth’s definition of collegiality.
Sure, people will come together and complain about burdens (and administrators!), and that’s understandable, but by focusing on collegiality and forming a team, we increase the likelihood that everyone will succeed. Initial victories are especially important in difficult times, so it’s wise to not just focus on the hoped-for results in the spring but also on students’ achievements this month and this week, maybe tomorrow. Success breeds success!
— Tom HoerrHead of School New City School, St. Louis, Missouri
The economic crisis is worldwide, and we have all suffered the effects of staff reduction and scarce budgets. Here in Argentina, we have gone through these side effects several times. Of course, the result can be low staff morale.
As a school or district, we cannot change the economy. But we can help staff feel better. The heads at St. Andrews Scots work to create a sense of belonging to a team. We have intensified the interaction among the staff and made sharing and support important values. We have established routines in which teachers share with their peers new techniques they have implemented in the classroom. Other teachers feel that they are being exposed to valuable experience, which is not taken from a book but given to them by their own colleagues. This has a ripple effect as we have everybody try out the new ideas in their own classrooms. This collaborative interaction among staff has created a relaxed atmosphere. Teachers no longer feel threatened by having others walk into the classrooms to observe a class being delivered.
In addition to creating a sense of belonging, there’s nothing like a bit of pampering. Although it sounds simple, just bringing some cookies or brownies to have with coffee in the staff room can make teachers feel pampered. Walking into a classroom and taking over every now and then so the teacher can catch up with corrections is a way to make things better, too.
— Patsy Poullier Deputy Head, Primary St. Andrews’s Scots School, Buenos Aires, Argentina
