5 reasons teachers remain in toxic cultures

At the end of the day, teaching is a job, of which there is an employer and employees. It’s the employer’s responsibility to ensure a safe and supportive environment for its employees. Our school districts, due to many factors, including political policy, are not meeting their obligations to workers.

Currently, we are experiencing an unprecedented teacher exodus, in addition to shrinking applicant pools and education program enrollment. The reasons for leaving the teaching profession are abundant, but what’s not talked about, are the reasons many remain in a toxic culture.

It’s time for teachers, many of which, if not most, view their profession as a “calling”, or “passion,” to recognize no matter how much you love what you do, there is a level of dignity and self-respect that one must retain to remain happy and productive. At the end of the day, teaching is a job, of which there is an employer and employees. It’s the employer’s responsibility to ensure a safe and supportive environment for its employees. Our school districts, due to many factors, including political policy, are not meeting their obligations to workers.

The toxicity of some schools are more than teachers can bear.

Most research indicates nearly 50 percent of teachers will quit within five years. They quit for various reasons – low pay, disruptive student behavior, lack of support, excessive workload, to name a few. What’s not being brought to the forefront enough is mental health. Teachers are walking into toxic work cultures daily, and it’s taking a toll on their well-being. And the teacher’s state of mind can adversely affect the achievement of students.

Teachers from New York to California, From Minnesota to Florida, are reporting similar issues. They are no different in my state of Kentucky, or city of Louisville. Policies are created without teacher input and adversely affect the teacher’s work environment. Districts aren’t providing resources, mostly due to a lack of funding, to deal with disruptive students, are burdening teachers with excessive workloads, and are employing unfunded mandates. At the end of each year, teachers are rarely given credit for successes and are always blamed for a school’s failure. Now, teachers fight lawmakers for funding, pay, pensions, and more. We regularly discuss the trauma and stress of children, but teachers are working in distressed environments daily, and it’s taking a toll.

So why remain while so many have fled? Some of it may be wishful thinking, but much of it has to do with this perception, perpetuated by teaches and the public, that because we serve children, we must endure hardship and sacrifice, otherwise the children won’t be successful. This mentality is a bunch of bull. I’d argue because teachers are willing, or forced, to accept toxic environments, we are actually doing the children great harm.

Richard F. Chambers, President and CEO of the Institute of Internal Auditors, who has 40 years of experience in the internal audit profession, gives some insightful reasons why some remain in toxic work cultures that align well with teachers.

People believe they are doing good work despite the culture.

“People believe they are doing good work despite the culture,” he wrote in his blog.

This is probably true of teachers. Chambers writes, “in many cases, the work being performed is worthy and necessary. These individuals tend to ignore the culture around them, and seek to differentiate themselves from those fostering the culture. Some workers become tethered to a job they believe can’t be done without them. That, of course, is generally not the case. The job will indeed continue without them, but it is difficult to make the break.”

People feel it would be disloyal to leave those who are suffering along with them.

A second reason Chambers gives is, people feel it would be disloyal to leave those who are suffering along with them. He writes, “I found myself in such a situation. As a top member of management, I was trying to be the good guy in a truly toxic environment. Walking away was difficult, because I felt like I would be abandoning those who I was trying to shield from hard and spiteful leaders. Frankly, that kept me in the job longer than I should have.”

There is no doubt teachers feel a strong bond with their peers. For a lack of a better analogy, it’s a similar bond that forms between soldiers, or police officers, or firefighters. These are individuals who depend greatly on their peers and battle adverse conditions daily. Teachers often share an unbreakable bond. Those who I work with in previous schools and tougher environments, remain some of my closest friends today.

People feel trapped by their circumstances.

A third reason is, people feel trapped by their circumstances. This applies to so many workplaces, but fits well in education. Chambers explains, “Not unlike those who remain in bad relationships or marriages, some workers feel they have no alternative. Fear of losing income or benefits can make jumping to another job – much less walking away from the toxic job – difficult.”

Some people don’t want to be held accountable.

A fourth reason applies to a minority group of teachers, but we all know some. Some people don’t want to be held accountable. Toxic cultures provide a shield to those who don’t want to be held accountable for their performance. Chambers states, “Such cultures often rely heavily on unnecessary processes that allow a checkbox mentality to prevail. Poor employees can find comfort and protection in red tape and process.” The check the box mentality is prevalent in education, which is full of unnecessary paperwork and tasks that hinder performance and protects some.

We can become infected by the culture.

Lastly, we can become infected by the culture.

“A toxic culture driven by poor tone at the top can create a go-along-to-get-along mentality,” Chambers writes. “Employees learn to look the other way and not ask questions. In some ways, employees clock out their ethics when they clock in at work.”

In many ways, employees may develop strategies to disengage from moral feelings, such as self-respect and self-worth, and shame, and guilt, from immoral behavior.

“It also is important to understand that toxic cultures aren’t black and white,” Chambers explains. “Culture operates on a continuum that ranges from healthy, innovative, and empowering to unhealthy, stagnant, and demoralizing. That means good people doing good work can rehabilitate bad cultures. The right person or people with unwavering moral character can become the force of good in a land of evil. That aspiration itself may be why people remain.”

Yes, teachers may feel they can be the one to positively affect a workplace, a student’s life, or a co-worker’s. Yet, we can’t lose sight of our self-respect and self-worth. Teachers are employees, tasked with certain duties, and employers must provide teachers with the resources and support to perform their responsibility in a dignified manner. Teachers are highly-educated, highly-skilled professions, that are often treated unlike any other profession. 

Those remaining in the struggle, those facing toxic environments, should let their voices be heard and demand change. Those who allow others to take advantage of your passion, will take more and more. They will take as much as you are willing to permit.