North Carolina Educators Pledge Loyalty Amidst Overwhelming Demands and Student Challenges
A new survey reveals North Carolina teachers are deeply committed to their students and schools but face unsustainable workloads and student behavior issues.
Associated Press
Despite facing significant challenges, North Carolina’s educators demonstrate a profound dedication to their students and schools. A recent comprehensive survey, however, highlights a growing concern over unsustainable workloads and increasing student behavioral issues that threaten the profession’s long-term viability.
Deep Commitment Underscored by Overwhelming Response
The biennial survey, conducted by the state Department of Public Instruction, garnered an impressive response rate of 90.5%, with 102,640 educators participating. The results paint a picture of a teaching force deeply invested in their school communities, with the vast majority expressing pride in their institutions and a strong intention to remain in their current roles. Approximately 93% of respondents view their school as an excellent environment for both teaching and learning, and a significant 84% plan to continue at their present school, with 91% committed to teaching in the upcoming year.
The Weight of Uncompensated Labor and Student Needs
Beneath this surface of loyalty lies a stark reality: educators are shouldering an immense burden of uncompensated work. Teachers reported dedicating an average of 9.3 hours per week to tasks outside of regular school hours, often extending into evenings and weekends. Kimberly Jones, the 2023 Burroughs Wellcome Fund North Carolina Teacher of the Year and a member of the State Board of Education, emphasized this point, stating, “I think we would be remiss if we did not acknowledge that teachers are making the time. It is simply uncompensated.”
Beyond workload, student behavior has emerged as a critical daily obstacle, particularly in middle and high schools. High school educators reported widespread issues, with 64% citing drug or tobacco use as a problem and a staggering 77% indicating that tardiness and class skipping are significant concerns. Furthermore, teachers are increasingly encountering students with complex needs, including those with disabilities and multilingual learners, and they feel a pressing need for enhanced support systems to adequately address these growing demands.
Leadership and Retention: The Pillars of a Thriving Profession
While teachers generally hold positive views of their school leadership, especially concerning instructional support and encouragement to adopt new skills (91.8% of teachers feel encouraged to use new skills), concerns about trust and having a voice in decision-making emerged as key factors influencing retention. Rachel Candaso, another former Teacher of the Year and State Board of Education member, highlighted the critical role of trust in leadership. “The trust in your leadership makes a whole difference as an educator,” Candaso remarked, adding that strong relationships with principals and the supportive environments they cultivate are paramount for teachers to remain in their schools and districts.
The erosion of valuable planning time due to covering other classes also drew sharp criticism. Jones articulated the detrimental impact: “As a high school teacher, I cannot fathom being with my students the majority of the day or having no intentional and protected instructional planning time. It is not best practice.” She further stressed that this lack of dedicated planning time is “not sustainable for the profession overall. Our teachers need that time to collaborate.”
Broader Systemic Issues and Future Directions
The survey’s 36,000 written comments frequently focused on inadequate pay, staffing shortages, insufficient resources, and the overwhelming workload. While supportive school environments are acknowledged, systemic issues such as funding and staffing gaps remain significant hurdles.
In parallel, a pilot survey of principals in 11 districts revealed similar pressures, with over three-quarters of principals reporting workweeks exceeding 51 hours. Student behavior, time constraints, and the complexities of supporting diverse student needs were cited as top concerns by school leaders. Plans are underway to expand this survey statewide this fall, aiming to provide a more holistic view by comparing teacher and school leader perspectives across districts. These findings underscore the urgent need for systemic solutions to ensure the sustainability and well-being of North Carolina’s dedicated education workforce.
