Creating a path toward institutional healing

We often say, “the system is flawed”. No matter whether we are talking about social, political, economic issues in the society or governance in corporates, if we don’t address the underlying structural problems, issues will keep popping up. The difficulties teachers face in school, such as overwhelming amount of non-teaching related duties and the curtailment of their teaching autonomy, can only be alleviated with an intentional, shared, and explicit commitment to creating a more transparent, fair, agile, and sustainable system. That is the only way to protect our teachers’ long-term mental and physical well-being. 

Turning the tide by managing teachers’ workload and work nature 

In our article on teachers’ burnout, we have discussed that the top stressors include administrative and instructional tasks including marking homework and preparing for classes. Another recent survey indicated that 66.4% of the teachers interviewed wish to reduce administrative tasks the most, while 57.6% wish to reduce time spent in meetings. Most of them hope to spare time for communicating with students (61.3%) and preparing for classes (57.1%). 

Although the Education Bureau has launched the ‘‘One Executive Officer for Each School Policy’’ in 2019 to reduce the administrative work of teachers in public schools, the wage of the executive officer who holds a permanent post generally begins at the starting point of the pay scale, which makes it rather difficult to attract applications from experienced administrative staff, as a result, schools need to expend extra time and human resources to train the new blood. 

At the same time, while the executive officer can share the load on administrative tasks, those related to instructional tasks, such as completing the school-based management appraisals and contacting parents, still demand teachers’ involvement. The bureau and school leaders should examine the nature of the different tasks and their allocation, giving feasible directions and clear guidance to teachers, allowing them to attain a balance between administrative tasks and instructional tasks, at the same time addressing learning gaps among students. 

Here are some suggestions to help reduce teachers’ workload –  

• Improve the teacher-per-class ratio 
• Implement small class teaching 
• Impose a ceiling on the number of teaching sessions 
• leverage technology to reduce administrative work 
• develop knowledge sharing platforms among schoolteachers

In addition, survey found that 90% of the interviewed teachers have heard of coworkers attending classes while ill. The bureau should consider providing grants for substitute teachers, so as to avoid presenteeism due to the lack of teachers at school. Through establishing a more humane system, teachers’ job satisfaction and well-being could be improved. 

Other than tweaking and transforming educational and school policies, school leaders can also create a work environment that is conducive to mental well-being. 

School culture:  

Embracing transparency within departments, having regular meetings to share each other’s progress; creating a platform to share challenges and successes, spark ideas, voice concerns and make suggestions.  

Support from colleagues & leadership:  

When the school leaders make plans, deliver information, and allocate resources, they should have communicated and reached consensus with teachers, recognizing their challenges, and offering support in order to build a mutually trusting and supportive relationship. Transformational leaders can create clear common values and vision, encouraging open communication, providing constructive and actionable feedback,and inspiring employees. Articulating the school’s core values can unite teachers around a collective vision of what they stand for and how they can relate with one another to work and collaborate. 

Mental health resources:  

Cultivating a humane school culture that respects personal values and strengths rather than sticking to the tradition of accountability and criticisms is essential. For example, including mental health care as part of overall health care and employee benefits, providing space for teachers and students to practice mental health related exercises, reducing stigma and discrimination to embrace diversity and create inclusive and respectful classrooms and campus.  

Gains from job:  

Establishing clear values and goals will enhance the connection between teachers and increase job satisfaction. 

Emotional and work-life balance:  

Making space for teachers to maintain a balance between work and other personal needs, providing more flexible working arrangements such as flexible lunch hours and off-duty in special holidays.

Reducing stigma and embracing emotional expression 

For a long time, talking about mental health was a taboo in the education sector, such that stigma remains an obstacle to help-seeking for both students and teachers alike. The sector should address teachers’ mental health needs, promoting mental well-being in schools, eradicating stigma on mental illness, while at the same time encouraging teachers to raise mental health awareness among themselves and with students, too.  

A survey by the Hong Kong Professional Teachers' Union and the Hong Kong Psychological Society's Division of Clinical Psychology indicated that only 10% of teachers interviewed would seek professional help in the face of stress. JCTH+ interviewed some secondary school teachers, who all shared that mental health awareness in the schools is low and related discussion is rare. Some shared the belief that ‘‘only those with mental illness need to seek help from a clinical psychologist.’’ The urge to maintain a professional image cause teachers to worry about how they will be perceived by their supervisors, colleagues, and parents if they seek help, which may also affect performance evaluation and chance of promotion. Hence, most teachers choose not to seek help.  

The bureau should proactively build a non-school related platform to support teachers’ emotional needs, enabling them to express thoughts and needs in a comfortable, confidential space and seek professional help when in need. At the same time, school leaders can allocate resources to organize mental health talks or lunch & learn workshops on various mental health topics (e.g., mindfulness, stress management, emotion regulation) for their teachers. Through enhancing teachers’ mental health awareness, school leaders and teachers can gradually build an open, non-judgmental space to talk about mental health, avoiding verbal or behavioral microaggressions in the workplace, such as labelling, mocking or undermining others. 

In the tumultuous sea of education, the captains need a steady boat to be able to navigate the stormy ocean and lead their crew safely to shore. In the same way, let us provide our teachers with the necessary tools and environment to nourish our future generations and to flourish in unsettling times.  

References：

Cheung, A.C., Chao, G.C., Lau, E. et al. (2021). Cultivating the psychological well-being of early-childhood education teachers: The importance of quality work life. Applied Research Quality Life. https://doi.org/10.1007/s11482-021-09959-x

Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274–284. https://doi.org/10.1037/0022-0663.99.2.274

Bartram, T. and Casimir, G. (2007), The relationship between leadership and follower in‐role performance and satisfaction with the leader: The mediating effects of empowerment and trust in the leader, Leadership & Organization Development Journal, 28(1), 4-19. https://doi.org/10.1108/01437730710718218

Online resources：

Hong Kong teachers’ wellness (2021)

https://www.hkfew.org.hk/UPFILE/ArticleFile/202112921245829.pdf

Hong Kong teachers’ wellness (2016)

https://www.hkfew.org.hk/UPFILE/BannerFile/201562214461636.pdf

Studies in Learning and Teaching (2021)

https://yrc.hkfyg.org.hk/wp-content/uploads/sites/56/2021/04/YI059_Powerpoint.pdf