Parent Dress & Unintended Consequences

Consistently in polling, educators refer to the heavy workload as being a major factor to why they leave the education profession.  Today educators must also exercise a higher duty of care than most other professionals. Teachers face exposure to liability much greater than does the average citizen.  Teacher burnout is actually an international epidemic.

Nearly every day, teachers must deal with diverse laws related to issues such as child abuse, student discipline, negligence, defamation, student records and copyright infringement.  And still they must teach. So, every time we see legislation that adds to the teacher workload, we look very cautiously at it.  

If we created a parent dress code, it will only add more work to our already overburdened educators, as well as increase their liability. That does not mean adults should not dress appropriately on school grounds.  However, educators should not be the enforcement part of any proposed law.  Do we expect teachers to issue speeding tickets in school zones?  Should they enforce seatbelt laws or arrest those who violate cell phone usage in a school zone?  Of course not.  So why is this issue more important or any different?      

As Professional Educators of Tennessee has pointed out, most of what Representative Parkinson seeks to address is already in state law.  It happens to be in a different code than laws that strictly are on education.  Adults should dress properly.  And of course, adults should conduct themselves properly in public.  Previous legislators understood that indecency laws and behavior problems, which impacts all of society, are criminal offenses.  It has simply been unenforced in most cases.    

Now because of a few isolated instances that were never reported to police who have proper jurisdiction, we are rushing to pass legislation and add to the burden of our public schools.  Are educators now to act as law enforcement agents on matters of dress by adults?   We should discuss the issue and perhaps study the issue further.  But changes should be made in Title 39 of the Tennessee Code Annotated (T.C.A.): general offenses, offenses against the person, offenses against property, offenses against the family, offenses against the administration of government, and offenses against the public health, safety and welfare not Title 49 Education. 

The problem that legislation like this seeks to solve with student dress code policies alone have resulted in many court cases over the years.  This type of legislation will compound the problem for teachers, schools, and districts.  In general, public schools are allowed to have student dress codes and uniform policies which cannot be discriminatory or censor expression.  And most of the policies are targeted at females.  In St. Louis area, the Mehlville School District dealt with multiple complaints in August 2018.  This will prove extremely problematic when enforcing policies with adults.  So, if legislation is to be passed on this matter, include immunity for teachers, schools and districts.  And prepare for the litigation that is sure to follow. 

The law of unintended consequences, often cited but rarely defined, is that actions always have effects that are unanticipated or unintended.  It is common sense that adults should dress appropriately in public.  However, to make this cultural matter one that places public education as the gatekeepers of public indecency for adults makes little sense.  We hope this matter can be resolved without increasing, unnecessarily, the workload of our educators.   The intended and unintended consequences of any legislation of this matter might not be what you want. 

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee.

Low Morale & Burnout

prof classe 05Passion and energy within any organization or company starts at the top with the leadership.   The moment when an employee begins to feel unappreciated is when morale begins to suffer.  Lack of respect and lack of support are often cited as reasons why people leave their jobs.  Other reasons include excessive workload, concerns about management, anxiety about the future, especially job security, income and retirement security, lack of recognition, continuous change and compensation that does not align with exceptional performance.  Anxiety and anger are key ingredients of low morale.

A decade ago, the Gallup Organization estimated that disengaged employees cost the economy as much as $350 billion dollars per year in lost productivity including absenteeism, illness and other low morale issues.  An alarming 70% of American workers are not showing up to work committed to delivering their best performance, and this has serious implications for the bottom line of individual companies and the U.S. economy as a whole.  Of the 70% of American workers who are not reaching their full potential, 52% are not engaged, and another 18% are actively disengaged. These employees are emotionally disconnected from their companies and may actually be working against their employers’ interests. They are less productive, are more likely to steal from their companies, negatively influence their coworkers, miss workdays, and drive customers away.

Psychology Today reports that burnout is not a simple result of long hours. The cynicism, depression, and lethargy of burnout can occur when you’re not in control of how you carry out your job, when you’re working toward goals that don’t resonate with you, and when you lack social support. If you don’t tailor your responsibilities to match your true calling, or at least take a break once in a while, you could face a mountain of mental and physical health problems.

In public education, we see low morale often mentioned in criticism of the job.  This reveals that administrators have a lot of work to do in addressing low morale and burnout with their teachers.  If successful in improving morale, leadership will see higher productivity, better retention, reduction in stress, and an improved workplace for all.  In education, the workplace is where children learn.  Having contented and energized employees who are willing to go the extra mile for students and the school district would be key to having an effective learning environment.  In education, like any organization, people are the most critical resource.

In order to avoid low morale or burnout, leaders must effectively communicate their vision.   Employees must not only understand, they must buy into that vision which will help determine how an employee feels about their work and work environment.  A 2010 Canadian survey mentioned that the most effective staff morale boosting behaviors of managers are to 1) talk less and listen more; 2) give clear expectations; 3) have more informal interaction with staff; 4) assign tasks to staff based on skills rather than office politics; 5) give more rights to staff; (e.g., give staff more opportunities to make a decision for certain tasks) and 6) to respect people with greater expertise. Lastly, an important way to understand the current employee morale climate is by administering culture or climate surveys regularly.  People must feel a sense of attachment to their work, only then will they care about their performance.

These are complex issues and intertwined with various contributing factors. Just as there is no lone factor that explains low morale or burnout, addressing it will require a combination of solutions, and require a substantial amount of time and effort.  Leaders must remain attentive to the signs of low morale and burnout.  Only by focusing on creating an environment that allows employees to perform up to their skills and potential can an organization or company hope to avert low morale and burnout.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact Audrey Shores, Director of Communications, at 1-800-471-4867 ext.102.