A recent survey by MetLife1 explores the opinions and experiences of principals and teachers at K–12 public schools regarding their responsibilities and challenges as leaders, the changing role of principals, faculty satisfaction, and Common Core Standards implementation. The findings of this study present independent schools with an opportunity to establish some parallels and contrasts with the results of previous National Association of Independent Schools (NAIS) studies on independent schools that are similar to the leadership aspects analyzed by MetLife.
For instance, given the recent economic crisis and the continued presence of tight budgets, it is not surprising that the top leadership challenge reported by principals (78 percent) and teachers (86 percent) was managing the budget and resources to meet their schools' needs. Other issues reported as challenging included addressing the individual needs of diverse learners (83 percent of principals and 78 percent of teachers) and engaging parents and the community in improving the education of students (72 percent of principals and 73 percent of teachers).
In the case of independent schools, some of the challenges faced by heads are comparable to those of their public school counterparts. A 2013 NAIS study on governance2 found that "managing enrollment/keeping the school affordable" and "marketing/branding the school (showing the value-added of an independent education)" were the most important issues for 68 percent and 55 percent of heads, respectively. While the first issue does not refer directly to budget management as in the case of public school principals, it is closely related to the need for school leaders to work on keeping their schools financially sustainable in the long term. Many of the families served by independent schools were not immune to the economic crisis, and since independent schools are mainly supported by tuition payments, guaranteeing a full enrollment is an important step in achieving a balanced budget and a financially sustainable institution.
While addressing the individual needs of students is one of the challenges mentioned by principals and faculty in public schools, this is precisely one of the key strengths of independent schools. However, as recognized by heads in the NAIS governance survey, the challenge for independent school leaders is the ability to "demonstrate" with data that they can deliver on their promises of nurturing and stimulating individual student growth.
The MetLife survey also analyzed the role of principals. A majority of principals (69 percent) perceived that their current responsibilities have changed compared to those of five years ago. Three-quarters stated that their job has become "too complex." As a consequence, almost half of principals feel "under great stress" almost every day and only 59 percent of them were satisfied with their jobs, the lowest point since 2001.
Some of these findings are similar to those of a 2009 NAIS study on leadership, with some key differences. Like their public school counterparts, heads reported that the demands of their jobs had changed since 2002. In 2009, heads were more focused on business and financial activities (managing the school's overall financial health, strategic planning, and fund-raising) compared to hiring, firing, and teacher-relations aspects of the job back in 2002.3 Similarly, 51 percent of heads agreed that being the head of school takes its toll on their personal lives, all or most of the time. However, 86 percent of heads noted that being the head of an independent school was well worth the stress. In contrast with the results of the MetLife survey, 99 percent of heads reported being completely satisfied or somewhat satisfied with working in independent education. Also, a majority of heads were satisfied with the different aspects of their work.
Nonetheless, one of the most disturbing findings of the MetLife survey was the low level of teacher satisfaction. In 2012, almost four in ten teachers were very satisfied (39 percent), a 23 percentage point decline from the peak in 2008, and five percentage points lower than the 2011 results. The 2012 satisfaction level represents the lowest point since 1984. Also, 51 percent of teachers declared feeling "under great stress" at least several days a week.
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In contrast with the low satisfaction of public school teachers, the most recent numbers on teacher satisfaction tell a different story at independent schools.4In a 2007 study, independent school teachers reported high levels of satisfaction with many work aspects that are very important to them, including positive interactions with students, teaching style being a good match with the school culture, manageable class sizes, and engaged students. One concern that surfaced in that survey was the teachers' ability to balance work and personal life. While teachers rated work/life balance as extremely important (4.75 on a five-point scale), their satisfaction with this work condition was 3.21 on a five-point scale. Independent school teachers also indicated the reasons why they choose to teach in an independent school instead of a public school. The top three reasons included having smaller class sizes (85.5 percent), being more autonomous in the classroom (81.5 percent), and not having to "teach to the test" (68 percent).
The last area reviewed in the MetLife survey deals with the implementation of the Common Core State Standards. Both principals (93 percent) and teachers (92 percent) reported that they were very knowledgeable or knowledgeable about the Common Core Standards; however, both groups — 67 percent of principals and 59 percent of teachers — believe their implementation will be very challenging or challenging for school leaders.
Even though independent schools are exempt from implementing the Common Core Standards, these standards are not new to independent schools. In fact, their underlying foundation reflects the work conducted at independent schools. The presence of an accreditation process, principles of good practice, and track records of student success are the industry mechanisms to guarantee high standards in teaching and learning for all independent school students. The development of the Common Core Standards has encouraged a national debate on how to ensure that students graduating from high school are prepared to be successful in college and beyond.
The standards may be a useful guide, but they are not sufficient to meet the current expectations from high-quality education. Independent school leaders recognize the need to impart higher order skills and values, such as character, collaboration, creativity, critical thinking, communications, and cross-cultural/global competency. The ultimate challenge for independent school leaders may be their ability to measure and report their own student outcomes, as well as their success at instilling in their students the skills and values they need to compete in the 21st century.
Notes
1. "The MetLife Survey of the American Teacher: Challenges for School Leadership," online at www.metlife.com/assets/cao/foundation/MetLife-Teacher-Survey-2012.pdf.2. "Heads and Boards Working in Partnership: 2013 NAIS Governance Study," National Association of Independent Schools, online at www.nais.org.
3. "The State of Independent School Leadership 2009: Report of Survey Research Among School Heads and Administrators," National Association of Independent Schools, online at www.nais.org/articles/pages/nais-2009-state-of-independent-school-leadership.aspx.
4. "Independent School Teacher Satisfaction Survey," National Association of Independent Schools, online at www.nais.org/Articles/Pages/NAIS-2007-Independent-School-Teacher-Satisfaction-Survey.aspx.
