With teacher satisfaction the primary factor in whether a teacher chooses to stay in the classroom or leave the profession altogether (Ingersoll, 2001), and American teacher satisfaction rates at their lowest in 20 years (MetLife Survey, 2011), schools must consider creative ways to keep high-quality teachers in the classroom.
Huberman (1989) explains that throughout their careers, teachers will progress through a series of stages: 1) career entry, 2) stabilization, 3) experimentation, 4) serenity, and 5) disengagement. Teachers who enter the experimentation stage of their careers are more "willing to try new things" (Hargreaves & Fullan, 2012, p. 71), including new opportunities within their careers (Huberman, 1989). If personal and organizational environments lead to career frustration instead of enthusiasm and growth (Fessler & Christensen, 1992), many mid-career teachers will question their choice of profession (Huberman, 1989). Because teaching can be a "flat profession" that does not allow lateral role changes, many teachers "experience professional restlessness" (Danielson, 2007, p. 14) and leave the classroom for full-time administration or seek opportunities outside of education. Schools need to provide opportunities for teacher leaders to pursue roles or interests beyond the classroom, while remaining in the classroom.
Hybrid Positions
The Teacher Leadership Exploratory Consortium (2008) suggests creating hybrid positions that allow full-time teachers to teach fewer classes (due to released time during the day) while taking on nonteaching roles. A survey sponsored by MetLife (2008) states that 60 percent of high schools within the United States offer hybrid positions where a teacher teaches for part of the day and takes on other responsibilities for the rest of the day. These hybrid positions allow teachers to stretch themselves as department chairs, athletics directors, data analysts, technology coordinators, media specialists, grant directors, and other roles (Remijan, 2013).
Although teachers indicate that hybrid positions provide new challenges and different experiences, one teacher interviewed for my dissertation research shared that she found the position professionally invigorating after feeling burned out from her full-time teaching work (Remijan, 2013). Experiencing new challenges beyond the classroom provides so much satisfaction that one hybrid teacher said he would seek other professional opportunities if he had to return to full-time teaching (Remijan, 2013). In fact, 84 percent of the hybrid teachers I spoke with did not wish to return to the classroom full time. Districts and schools must consider hybrid positions as a way to help teachers gain professional satisfaction.
As a former hybrid teacher, I can attest to the fulfillment the position brought me. After being a full-time teacher, I sought opportunities to make an impact beyond the four walls of the classroom. I took on a dual role as teacher and assistant athletic director. During this time, I taught mathematics for four periods each day, but also performed my other duties during one-and-a-half release periods. In my hybrid role, I initiated new programs and became more involved with the school community, and was more satisfied in my work as a teacher.
Part-Time Positions
Whether very satisfied in their career or not very satisfied, a third or more teachers have indicated interest in hybrid positions (MetLife Survey, 2008). Schools that provide hybrid opportunities could improve satisfaction levels among all teachers. However, although the majority of high schools have at least one hybrid teacher on staff, the overall number of hybrid positions available within schools is small and decreasing (Remijan, 2013). If state budget troubles cause school districts to eliminate or avoid creating hybrid positions, schools must consider supporting part-time teaching positions.
After my time as a hybrid teacher, I requested a part-time assignment to pursue my doctoral degree. Teaching only 60 percent of each school day gave me time to conduct research, visit other schools, interview teachers and administrators, and write my dissertation. After completing my degree, I sought opportunities to make an impact beyond the classroom. With no available hybrid positions, however, I continued teaching on a part-time basis.
Teaching fewer classes means earning less than a full-time teacher, so part-time positions are not for everyone. But having the opportunity or time to do other things may appeal to some teachers, especially those at schools where hybrid positions may not fit their interests, talents, or skills—or may not be available at all.
A colleague at my school decided to go part time because she did not feel that she could be the teacher her students deserved if she was in the classroom full time. Another colleague, who currently teaches full time and reached out to me about part-time teaching, shared that he had passion for teaching and was good at it, but was interested in part-time work to pursue other passions. Both teachers emphasized that part-time teaching allowed them to be good at their jobs while ensuring a better balance for their work/life happiness. A former colleague who is a National Board–certified teacher explained that she would still be teaching if she had been able to teach part time. With high-achieving teachers in the United States more likely to leave the profession (Lankord, Loeb, and Wyckoff, 2002), schools must support part-time positions that could keep these successful educators in the classroom.
Increasing Institutional Support
The development of growth opportunities for teachers is "perhaps the most urgent issue to address if American public schools expect to attract and prepare talented, committed, and highly intelligent teachers" (Berry & the TeacherSolutions 2030 Team, 2011, p. 107). O'Fallon High School and our local union have supported teacher growth opportunities by offering hybrid positions, as well as negotiated release time and corresponding stipends. In addition, the union has supported part-time positions by adding language to the contract stating that part-time teachers may accumulate service credit, sick leave, and personal leave on prorated basis, and by negotiating the inclusion of benefits such as life insurance and health insurance for those teaching at least 75 percent of the day.
Although part-time positions can positively affect teacher satisfaction and save districts money, schools need to consider the interest shown by teachers for hybrid positions. With 37 percent of the teachers across the country interested in such work (MetLife Survey, 2008), even schools like O'Fallon must work harder to create more hybrid positions that provide growth opportunities for teachers to "move onward and upward" and "acquire a new professional outlook" (Herzberg, Mausner, & Snyderman, 1959, p. 46). Creating positions that allow teachers to extend their talents beyond the classroom and evolve their skillsets not only improves teacher satisfaction, but also keeps motivated teacher leaders in the classroom.