The Tension between Job and Self: A Teacher’s Trajectory
Burned Out or On Fire?
How are you doing? Are you finishing the year feeling burned-out? Was this an especially difficult school year or did it feel normal to you? I ask because in a completely unscientific survey of colleagues, it seems like more people are struggling. It makes me wonder not only why but more what to do about it, personally. Why is there such a tension between our jobs and our selves?
No matter what we do, we are not solely defined by our profession; we have personal lives, passions, and responsibilities beyond our jobs. It is especially important for us teachers to prioritize self-care and find a balance between their own well-being and their dedication to their students. Dan Harris said, “I have come to see that there’s nothing wrong with deriving pleasure from selfish gratification, especially when it fuels other-oriented work. Why can’t selfishness and selflessness exist in a beneficial double helix?” By taking care of themselves, teachers can maintain their passion, energy, and enthusiasm, ensuring they can continue to provide the best education possible.
In this blog post, I want to explore if we can take care of ourselves in a career that pivots upon selflessly taking care of others. Both students and the adults that work with them are thinking, feeling humans who have multifaceted needs in and out of the school building. How do we show up to engage with the individuals in our classes day after day? What do we do to maintain our positive affect on a daily basis? Are we being selfish if we pause to take care of ourselves?
A Teacher's Trajectory
At the end of my Spring Break in April, I somewhat dreaded going back to school. I spent a considerable amount of my “vacation” working, feeling as always, like if I used some of my time now, it would pay off later. Plus that stack of (virtual) papers was hanging over my head like a sledgehammer, and I wanted it off my list! So how many hours did I spend outside of official school hours? MANY. Scoring student work and planning future lessons are nonstop until the school year ends. The last quarter is especially stressful due to the whirlwind of “last” assessments and grading. Worse to me, however, is dealing with the fact that, for some students, the consequences of their actions are finally hitting home. The anticipation of potentially unpleasant conversations is anxiety-producing for me.
The school year is a roller coaster, with steadily dissipating energy levels. If I’m being honest, I am tired, and tired of it. At times, it is so difficult to maintain my levels of compassion and flexibility. In order to do this right, I have to care. And that is much harder than using traditional punishment-rewards systems. I need a break. It has been very clear that I have failed in my work-life balance, especially when it comes to disconnecting from work-related demands outside of working hours. (Even as I write this on a beautiful spring weekend, I am feeling negligent for not scoring the last set of lab reports.)
The Job
I have been doing a lot of thinking about the question of service, which encompasses diverse careers such as education, social workers, and nursing, among others. How do people make a life for themselves spending 8-12 hours each day taking care of others? Why do some people last 30 or more years, and others leave after 5?
In particular, teaching is a profession characterized by selflessly caring for others, where teachers continuously invest time, resources, and energy to nurture their students’ growth and development. We foster a supportive learning environment to provide them with essential life skills. Teaching young people with compassion and generosity, we equip them to navigate a complex world. Several studies have been conducted to address the questions of (1) how people manage to sustain fulfilling lives while spending long hours in these demanding professions and (2) what factors contribute to this longevity. Maintenance of a healthy work-life balance is crucial. Implementing self-care strategies, setting boundaries, and seeking social support are essential for avoiding burnout and maintaining well-being. (Grzywacz, Casey, & Jones, 2007). Professionals who possess a genuine passion for their work and derive personal satisfaction from making a difference are more likely to persevere in their roles (Deci & Ryan, 2000). Supportive colleagues and mentors, opportunities for professional growth, and a positive organizational culture contribute to job satisfaction and decrease the likelihood of burnout (Leiter & Maslach, 2009). I can understand how all of these things are important, contributing to my own longevity in this career. How lucky I have been!
What's Love Got to Do with It? (RIP Tina Turner)
Author John Miller states that love is a necessary component of teaching. In his book Love and Compassion: Exploring Their Role in Education, he investigates the role of self-love, love of learning, and love of beauty. This doesn’t mean we love our students; however we do need to see them. “Compassion allows us to see our students as individuals who are struggling and sometimes suffering (Miller, 2018).”
Teachers are often driven by their love for teaching, as it offers them the opportunity to create a positive impact, forge meaningful relationships, share knowledge, engage in lifelong learning, exercise creativity, and find a profound sense of purpose (Whitbourne, 2023). Regardless of pedagogical differences, educators universally believe they are making a positive impact and acting in the best interest of their students. This shared intent unites us, even in our diversity of teaching methods.
In an opinion piece in Education Week, Jherine Wilkerson pushes back on that narrative. “What I really need as a teacher is a distinct line between my profession and myself” (Wilkerson, 2022). She called for a greater understanding that being a good teacher doesn’t require loving the profession, emphasizing the need for boundaries and acknowledging teaching as a profession that pays the bills and fulfills a need.
I only did it for the money, but still... (JK)
As an educator, I’ve become acutely aware of the challenges faced by teachers in an ever-evolving educational landscape. Reports of teacher shortages dominate headlines. Increasing numbers of unfilled teaching vacancies, a rising rate of teachers leaving their jobs each year, and a declining interest in the teaching profession are all reflected in falling enrollment in teacher preparation programs (Schmitt and deCourcy, 2022). A survey conducted by the National Center for Education Statistics revealed that teachers work an average of 52 hours per week, while principals work an average of 58 hours. Additionally, 17% of teachers hold another job concurrently (Carr, 2022). These staggering statistics indicate the demanding nature of the teaching profession and the significant workload teachers bear. As I attended conferences, witnessed departmental vacancies, and contemplated my own retirement, the severity of the situation struck me. As noted by the Economic Policy Institute, “The shortage is… a shortfall in the number of qualified teachers willing to work at current wages and under current working conditions” (Schmitt and deCourcy, 2022).
In addition, societal expectations often burden teachers with the notion that they should put their students’ needs above their own, neglecting their own well-being in the process. This mindset perpetuates the idea that selflessness equates to success in the classroom, leading many educators to disregard their own mental and emotional health.
"Those who can, do; those who can't, teach."
Really, George?
In a research paper titled “The Rise and Fall of the Teaching Profession: Prestige, Interest, Preparation, and Satisfaction Over the Last Half Century,” Matthew Kraft of Brown University and Melissa Arnold Lyon of the University at Albany tracked trends over 50 years, examining professional prestige, student interest, preparation for entry, and job satisfaction (Kraft and Lyon, 2022). Their findings suggest that improving working conditions, pay scales, teacher autonomy, and reducing punishing workloads should be prioritized over imposing higher standards, tougher evaluations, and reduced job security.
To this end, state legislators in New Jersey have just introduced a package of 12 bills to tackle our state’s severe teacher shortage. According to northjersey.com, state assemblywoman Pamela Lampitt said, “New Jersey is at a juncture. We are seeing countless teachers and professional educators leave the classroom at times when the pipeline is as thin as it’s ever been.” The proposed legislation, developed in collaboration with education advocates and professional groups, aims to attract and retain teachers by reducing costs, expanding pathways, and eliminating outdated certification requirements. The bills address long-standing recommendations and tackle issues such as high education costs, barriers to entry, mental well-being, and shifting public perception. However, in other states the opposite is happening, making it less desirable and economically viable to be a teacher in a public school.
At what point does the public push back, demanding the funding of quality infrastructure, materials and people that will make a difference to their children? High quality education is a win-win for all: pulling people out of poverty and therefore reducing government spending on supports, creating a competent workforce and creative problem solvers to improve our economy, plus employing hundreds of thousands of people in meaningful work.
Wise Selfishness
Dan Harris’ New York Times article titled “Wise Selfishness,” shed light on the Dalai Lama’s belief that true enlightenment lies in recognizing the interconnectedness between selfishness and self-interest. Acting generously and altruistically not only benefits others but also cultivates personal happiness and fulfillment.
Research consistently reveals the profound benefits of compassion and generosity in our lives. Studies indicate that individuals who exhibit these qualities tend to experience greater happiness, improved physical health, enhanced popularity, and increased success. Surprisingly, “prosocial individuals,” those who focus on others, often have more children and higher incomes compared to their selfish counterparts, defying conventional expectations.
In January 2022, Adam Grant, an organizational psychologist and author, tweeted that the antidote to selfishness is not altruism but rather generosity. Grant emphasized that being generous does not require sacrificing oneself or expecting sacrifices from others. Generosity involves helping others without compromising one’s own well-being.
This perspective reveals the intricate balance between self-care and care for others, demonstrating how acts of kindness can amplify our own happiness.
Dan Harris concurs, asserting that kindness towards others breeds personal happiness, which, in turn, makes us even kinder. Numerous studies support this notion, showcasing the positive correlation between compassion, generosity, and personal well-being. Adam Grant further emphasizes the impact of generosity in professional settings, highlighting its ability to foster better relationships with colleagues while boosting personal fulfillment and productivity.
It's a Balancing Act
Acknowledging the interconnectedness of selflessness and selfishness is vital in the teaching profession. Personal well-being and dedication to student success are both important. While it is a collective responsibility to value and support educators, recognizing the significant impact we have on the future of our society, it is our responsibility to take care of ourselves without shame or remorse.
While students don’t necessarily think of me three dimensionally, I am more than “physics teacher”. I am a wife, mother, pet-owner, artist, reader, writer, daughter, sister, friend. When I acknowledge this, I can choose to set work aside. Sometimes, I consciously pick it up because I love it or because I’m avoiding other things. But more importantly, I can really embody that my students are also three dimensional. They too have many roles to play in life. I can let go of the fact that I have to finish this course content, this lab, this project in this exact way, on this exact timeline. I can let go of the fact that they have to perform in a particular manner. They don’t. They have to make choices too, and as long as I communicate clearly, and am here to support them, then it’s okay if they miss their mark.
"Never get so busy making a living that you forget to make a life."
By cultivating compassion and generosity within and for ourselves, we can create a ripple effect that extends far beyond the walls of the classroom. When we approach ourselves with empathy and understanding, we can do the same for students.
Moreover, by nurturing our own well-being through acts of self-care and self-compassion, we become better equipped to serve our students effectively. Taking time for ourselves, practicing mindfulness, and seeking support when needed enables us to show up fully present, energized, and ready to inspire young minds. When we prioritize our own happiness and fulfillment, we model for our students the importance of self-care and teach them that their well-being matters too.
The Self
I know I am privileged. All of my basic needs are met and then some. That said, I think there are things that we can all do for ourselves, depending on our dispositions. I try to incorporate some of the following each week:
- Be forgiving of my human-ness.
- Talk to (and about) myself like I would a dear friend.
- Write in a journal to purge my brain of the often tiresome and overwhelming narrative I get caught up in, or to focus on my goals and aspirations.
- Meditate for 10 minutes a day, using guided meditation from apps like Headspace, Calm, or Ten Percent Happier.
- Take a walk with my dog.
- Make plans with a friend or family member.
- Cook or bake.
- Curl up on the couch with my cat and read.
Sometimes, I take a complete break from the news or social media to clear my brain. In the summer, I draw and paint. I write, as I’m doing now, because it brings me pleasure, not because it’s work-related. These things help me to recharge and maintain my energy and positive outlook over the course of the school year. When I get obsessed with work, and find myself doing “just one more” paper or assignment or lesson plan, I have to force myself to stop. When I return to the task after doing one of the self-care activities, I perform better and faster than before.
"Almost everything will work again if you unplug it for a few minutes, including yourself."
Again, I know that I am fortunate. Not everyone has the choices that I have. I didn’t have some of these choices even 10 years ago, when I was a single mother of young children. I wish I had the knowledge (dare I say “wisdom”?) that I have now so I could have better taken care of my younger self.
Taking Care of Yourself is not Selfish
I love my job. Most of the time. I could have chosen a different career, but I am still glad that I didn’t. So I hope you don’t think that I am complaining about my situation at all. I consider myself fortunate. While honestly assessing the major shortcomings, I try to find some realistic ways of managing them for myself. When I feel good about myself and my life, I can be more generous and kind when thinking about my students. Dan Harris explains, “Being kind to others makes you happier, which makes you nicer, which makes you even happier.” I am absolutely not suggesting that this is enough to combat the burnout, negative political climate, and/or unfortunate economic reality some teachers are facing.
"Most people work just hard enough not to get fired and get paid just enough money not to quit."
Taking care of myself is an absolute must if I want to continue. I suspect it is true for most people. Whether getting out for a walk, enjoying time with family, cooking a healthy meal, or binge-watching some entertaining show, I hope that you do something that brings you joy.
What do you do to recharge and maintain your energy and positive outlook over the course of the school year? Please share in the comments below.
