100% of Delaware teachers agree that teaching is more than a profession; it is how they make a difference in the world. This sentiment is reflected in their reasons for becoming a teacher, which include the following:
Far fewer Delaware teachers say they chose their career for reasons unrelated to students or the love of learning—for example, to have summers off (15%).
100% of Delaware teachers see their roles extending beyond academics to include things like reinforcing good citizenship, building resilience and developing social skills.
Still, Delaware teachers acknowledge many challenges in their profession.
Complex classroom dynamics also add to the challenges in Delaware’s classrooms, and teachers are working with students of varied learning levels and characteristics.
Notably, 87% of Delaware teachers agree that the rewards of teaching outweigh the challenges. Further, the majority of Delaware teachers feel gratified by their careers, with a full 86% saying they are either satisfied (54%) or very satisfied (32%) in their profession.
National data reveal teachers overall are more likely to say they are very satisfied in their jobs when they feel the voices of teachers like them are heard. In Delaware, a strong majority of teachers (67%) feel their voices are heard in the schools where they teach. That perception changes, however, the further away teachers get from their school. Far fewer Delaware teachers feel heard at the district level (23%), and fewer still at either the state or national level (9%). This pattern is consistent across all states. The Primary Sources study is one part of the solution to this challenge as it widely shares the views of teachers in Delaware on the most pressing issues facing education today.