School Start Times and Teacher Satisfaction: A National Study by a Practicing Teacher

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: The Effect of Affect: Teacher Research and Caring Classroom Cultures (Table 16)

Abstract

Teachers can provide critical input for school leaders, but often feel left out of policy decisions. Teachers included in policy conversations feel valued, improving staff retention. More high schools are considering starting classes later in the morning, adapting to adolescent circadian rhythms to improve student achievement and behavioral health. Analyzing public school teacher responses from the 2017-18 National Teachers and Principals Survey (n = 44,320), this study found that teacher’s job satisfaction was related to school start times and end times. Other factors positively affecting teacher satisfaction were professional development, colleague collaboration, and salary. These findings affirm the need to communicate with teachers while considering policy changes to address staff needs, provide transparency in decisions, and improve satisfaction and retention.

Authors

• Patrick Clancy, Wallingford-Swarthmore School District

• Judith C. Stull, Temple University