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Restoring Teacher and Principal Well-Being Is an Essential Step for Rebuilding Schools

Elizabeth D. Steiner, Sy Doan, Ashley Woo, Allyson D. Gittens, Rebecca Ann Lawrence, Lisa Berdie, Rebecca L. Wolfe, Lucas Greer, Heather L. Schwartz; RAND Corporation

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Principal and teacher well-being is a matter of immediate concern for principals and teachers themselves and for the students they teach. Stress on the job can negatively affect educators’ physical health, and poor teacher wellness and mental health are linked with lower-quality student learning environments and with poorer academic and nonacademic student outcomes. Furthermore, previous research suggests that principals and teachers of color are more likely than their White peers to experience poor well-being and are more likely to leave their jobs. Understanding the relationships among teacher and principal well-being, perceived working conditions, and teachers’ and principals’ intentions to leave their current position is critical for pandemic recovery and for the long-term health of the principal and teacher workforce.

In this report, researchers present selected findings from the 2022 State of the American Teacher (SoT) and State of the American Principal (SoP) surveys. These findings are related to teacher and principal well-being, working conditions, and intentions to leave their jobs. The authors focus specifically on the well-being and working conditions of educators of color.

Published

June 1, 2022

Topic

Mental Health Race & Equity

Category

Evidence Base & Research

Audience

Educators & Caregivers Local Leaders

Resource Type

Knowledge/Articles

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Center to Improve Social and Emotional Learning and School Safety
  • Peer Collaboratives
    • Transforming Kindergarten
    • Data for Truth and Action
    • Comprehensive School Safety
    • Alignment, Coherence, and Strategic Communication
  • State Profiles
  • Resources
  • News
  • Events
  • About
    • Our Work
    • Our Team
    • Contact Us

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