Let’s talk about what’s really happening in schools right now.
We’re in a teacher shortage, and not a small one. Across the country, classrooms are being filled by people who care deeply about kids but simply haven’t had the training or experience to do this work well yet. And when that happens, we’re not just short on staff…we’re short on support.
Recently, someone shared a podcast with me that hit home. It said people don’t leave their jobs because they don’t want to do the work. They leave because they don’t feel equipped or supported to learn what they don’t know. That line has stuck with me. Because I’ve seen it (and lived it), up close, for 30 years.
Here’s the truth: teachers want to make a difference. But when they feel like they’re spinning their wheels, guessing their way through lessons, and still not seeing results…their confidence tanks. And when confidence tanks, so does efficacy, that internal belief that I can actually make a difference for these kids.
And when efficacy is gone? So is the teacher, sooner or later.
The Real Problem Isn’t Lack of Effort — It’s Lack of Know-How
In my two decades leading schools, I can tell you this: very few teachers walk through those doors wanting to do a poor job. But if they haven’t been trained…if they’ve never learned how to manage a classroom, plan instruction, or build relationships with kids…then what looks like “laziness” or “inconsistency” is really just a lack of skill.
Right now, a growing number of teachers are entering the profession without traditional certification. Many are coming from alternative pathways. They have the heart, but they’re missing the how. And when we, as leaders, don’t recognize that gap, we start to assume the worst, and they start to crumble under the weight of expectations they were never equipped to meet.
Research backs this up. Teachers with strong efficacy, the belief that they can influence student learning, stay longer, take more risks, and build stronger classrooms. But those with low efficacy are far more likely to burn out and walk away. And given that over half of teachers say they feel unsupported or underprepared, it’s not hard to see why turnover is skyrocketing.
So What Can We Do About It?
This isn’t a mystery. We know what works. We just have to be willing to systematize it, protect it, and make it a non-negotiable.
1. Start with Mentorship That Actually Matters
I’m not talking about assigning a “buddy teacher” who checks in once a month. I’m talking about pairing new hires with intentional mentors, people who understand instruction, feedback, and adult learning.
Mentors should be trained, supported, and given time to do the work. When done right, mentoring can increase teacher retention by up to 20%. When done poorly, it’s just another item on the checklist.
2. Protect Planning Time Like It’s Sacred
Every new teacher needs guided planning time. Sit down and walk through lesson design with them. Don’t assume they know how to unpack a standard or differentiate instruction. Show them. Model it. Co-plan. Co-teach. Debrief. Repeat.
The goal isn’t perfection. It’s progress. Every time a new teacher experiences a small win…a lesson that clicks, a student who engages, a smoother transition…their efficacy grows. That belief fuels momentum.
3. Teach Classroom Management, Don’t Just Talk About It
No amount of pedagogy matters if a teacher can’t get students’ attention. Classroom management isn’t about control, it’s about clarity, consistency, and connection. New teachers need to see this done well. They need examples, scripts, and feedback loops.
When I was a principal, I used to tell my mentors: “If your mentee can’t manage their classroom, nothing else will matter.” We’d go in together, model expectations, help them reset routines, and stay with them until they found their rhythm. That’s where confidence grows…not from theory, but from success in real time.
4. Build in Emotional Support and Reflection
Let’s be honest…teaching can break your spirit if you let it. The emotional load is heavy, especially when you feel like you’re failing the very kids you want to help. That’s why check-ins, reflection time, and celebration of small wins matter.
Create spaces for teachers to talk through what’s working and what’s not. Normalize struggle. Encourage growth language like, “You’re getting better at…” instead of “You’re not there yet.” Those subtle shifts build belief.
If You Want Teachers to Stay, Help Them Believe They Can Succeed
This is the heart of it: people don’t leave because they don’t care. They leave because they don’t see a path to success.
Efficacy is built through experiences, feedback, and support. It’s not something teachers either have or don’t…it’s something we grow through intentional systems and human connection.
When schools invest in mentorship, planning, feedback, and emotional safety, teachers don’t just survive, they thrive. They rediscover that spark…the one that made them want to teach in the first place.
And when that happens, kids win. Every single time.
Next week, I’ll be digging into student efficacy and how we, as principals and teachers, build a belief in students that their own capacity can change their pathway for academic achievement.
Because here’s the truth: if students don’t believe they can achieve…they won’t!
Cheri.