Strong Leaders’ Strategy

Noah L. Riley

Article

Strong Leaders’ Strategy for Reducing Teacher Stress (A Practical Approach)

The affirmation mantra strategy must continuously be refueled daily for self-preservation and renewal.

Amidst the unexpected perils to society brought on by the pervasive influences of the Covid-19 pandemic, the onset of rising costs of consumer purchases, the ever-increasing incidents of gun violence on the streets and in schools, and the direct and indirect challenges of mental illness, it is not unusual to feel inadequate in performing one’s job duties. PreK–12 educators are no exception. In the role of building leader or classroom teacher, with ever-multiplying responsibilities, finding oneself seeking relief and even escaping anecdotes from the sometimes arduous-related tasks is admittedly common among the profession.

PreK–12 educators and school leaders across the country and the world at large most probably would agree that the way we do school has drastically changed. Even though many PreK–12 educators successfully adjusted to the forced transition of virtual school learning, or blended hybrid learning, the increased pressures and unforeseen challenges brought about by the trauma and

fallout from the COVID pandemic often found principals, other school leaders, and PreK–12 educators struggling to find a mental escape.

Now that schools have generally returned to in-person learning, there are still potential stress factors that are not unique to PreK–12 educators. In schools, as in the outside world, emotions brought about by stresses of mental health and common life challenges are rampant. People seem less gracious, less cordial, less forgiving, impatient, and less pleasant towards each other. The hustle and bustle of our now new normal affect the outside world and PreK–12 educators as well: principals trying to fill teacher shortages, teachers who find themselves covering classes when substitutes are unavailable; students as well, who have experienced long periods without regular physical interaction with their peers. The resulting academic and emotional losses in schools help contribute to principal and teacher stress and burnout.

There are many research studies and articles written to help educators deal with stress from their job responsibilities. Numerous approaches have been and continue to be presented. Some are scientific and some are simple and practical. There is much to be learned from them. During my tenure as a school principal, however, I always sought practical ways to not only deal with potential stress for myself but also ways to help my staff avoid the effects of potential stress-causing factors.

One such practical strategy came to mind as I watched the 2011 film The Help for the third time. Each time I watched I was always captivated by the lines:

“You is kind. You is smart. You is important. You is beautiful. You is somebody.” “...and that’s when I got to wondering, what would happen if I told her something good, every day?”

These lines are expressed by Viola Davis portraying the role of Aibileen in the film. As an educator, I accept the fact that the simplistic, grammatical profundity of the language fits the period of the drama. Each time I watched, I gained deeper insight into the caring nature of Aibileen for the child she kept.

You might ask what has that to do with job-related stress factors? What has that to do with leadership or teaching responsibilities? What it recalled was its resemblance to the caring nature of principals who can demonstrate strong leadership while reducing teacher stress. And I might add, similarly, the caring nature of most teachers as well. The quotes are built on three key concepts: helping others (students/teachers),

kindness, and self-respect/mutual respect. Being cognizant daily of these concepts is key to remaining stress-free while fulfilling one’s leadership and teaching responsibilities.

These three concepts are essential

to relationship building. The first order of business in any organization is relationship building. Schools are no different. It is impossible to build a successful and sustainable school culture without establishing good relationships. This includes principal-teacher relationships. This includes teacher-

student relationships. This includes school-parent relationships. This includes central office-school relationships. Collectively, the accompanying potential stress from navigating these relationships and the ever-increasing disparities of society can hinder PreK–12 educators from demonstrating their top game. Teachers and students. Simply for who they are—human beings. In the role of principal, leader of the school, it is your responsibility to ensure that your faculty and staff and students feel welcome and safe. That they are an important part of the school family every day of the school year. That they have value, and that value is appreciated.

Likewise, teachers have the same responsibility for their students. Teachers have the responsibility of designing learning experiences that engage students in opportunities to explore

and inspire their interests and their future ambitions through intellectual risk-taking without fear of failure or negative consequences or these negative consequences will play out in the form of stress. Demonstrating these two respective responsibilities can become potential stress factors for both adults and students.

Principals must be committed to building mutually respectful trusting relationships with their faculty and staff; with the expectation that faculty and staff will establish the same with their students.

...a continuous ongoing process that is established over time and must be consciously and consistently nurtured.

What would happen if principals told their teachers, and teachers told their students something good

about themselves, daily? That they are accepted unconditionally? With unconditional positive regard (UPR).

This is a continuous ongoing process that is established over time and must be consciously and consistently nurtured. If principals told teachers, and teachers told their students, something good about themselves daily, I posit that the stress level and potential for burnout can be significantly reduced. Doing so does not detract from a principal demonstrating strong leadership. It does not detract from teachers providing effective teaching. In fact, I believe it strengthens both. When principals and teachers are at their highest levels of effectiveness, student outcomes are positively influenced. The contrary is also true. Principals and teachers at their lowest levels of effectiveness negatively influence student outcomes.

Utilization of the above-mentioned affirmation mantra strategy is most effective in environments with a culture and process of working and learning together where there is demonstrated shared ownership and accountability for student learning and relationships are built on mutual respect. The affirmation mantra strategy must continuously be refueled daily for self-preservation and renewal. Principals, unfortunately, too often must seek ways to utilize the affirmation mantra strategy as a means of encouraging themselves. There is a correlation between the stress level of faculty and staff and that of the principal. Stress reduction in schools is a two-way street.

Dr. Noah L. Riley is an educational strategist and a seasoned re-fired educational leader with eighteen years of building-level administrative experience. His roles have included Instructional Leader, Change Agent, and Turn-Around Principal in both low-performing and high-ability suburban, urban and inner-city schools. In addition, he has seventeen years of successful K–12 teaching experience and one year of success as a superintendent intern. In the role of Educational Strategist, he focuses on developing practical solutions for school environments to improve teaching practices and increase student learning.