An independent report by the National Commission on Teaching and America’s Future estimates that the high rate of teacher turnover in U.S. school systems costs more than $7 billion each year. This report, released in June 2007, said the "findings are a clear indication that America’s teacher dropout problem is spiraling out of control." Reasons for teachers leaving the profession are many and complex, but primary factors noted in the report include lack of mentoring and professional development for all teachers.
The Alliance for Excellent Education, whose goal is to "make it possible for every child to graduate prepared for postsecondary education and success in life," also addresses the alarmingly high rate of teacher attrition. A special brief stated there is a growing consensus among researchers and educators that the single most important factor in determining student performance is the quality of his or her teachers.
It is apparent efforts must concentrate on developing and retaining excellent teachers in every community and at every grade level. The Institute of HeartMath acknowledges this critical need and supports finding practical, accessible and affordable ways to achieve America’s goal of providing high quality education to all children across the nation.
Facts at a Glance:
Nationally, about 50 percent of teachers leave their jobs within their first five years of teaching.
Teachers cite a lack of support as a primary factor for leaving. Other major contributors are the stress of classroom management and testing responsibilities.
Beginning teachers are more likely to leave than their more experienced colleagues because they’re more likely to be assigned low-performing students and they do not feel adequately supported in their new roles.
Comprehensive induction programs – training and mentoring – have been shown to improve both teaching skills and satisfaction in both new and experienced teachers.
It’s estimated more money is spent replacing teachers who leave the classroom than on investing in programs that could help retain teachers and train and support them to becoming better and more effective in a shorter time.
Educators who have gone through IHM’s Resilient Educator® program report they feel much less likely to quit their jobs.
The U.S. Department of Education funded a study conducted by IHM that aimed, in part, at increasing teacher retention. The results are hopeful and available at TENDS study summary.
Who Needs HeartMath Research-Based Programs?
Teachers of all experience levels
Professionals who mentor and/or train teachers
Administrators who assess programs for staff training
HeartMath Programs Promote Staff Retention and Job Satisfaction
Teaching has always been a lively profession, one that requires commitment and energy. In today’s stress-challenged world, the everyday pressures on adults and children alike, coupled with sweeping educational reform, have precipitated a great need to provide teachers with practical, common-sense ways to manage their stress. Giving teachers skills to maintain equilibrium and poise in their classrooms and in their relations with their colleagues and school administration is an efficient, effective solution for increasing job satisfaction and success.
For more than 19 years, IHM has researched the effects of stress on learning and performance. This research shows there are definite links between emotions, performance, health and well-being. New programs and products have been designed to address the stresses unique to educators. These programs target specific areas relevant to teachers and administrators and are designed to train both groups how to achieve each of the following.
Manage stress
Think more clearly
Make better decisions
Improve learning and overall classroom environments
Communicate more effectively with students, parents, and co-workers
In addition to acquiring these skills, which are essential for professional excellence, teachers, administrators and other educators report that HeartMath programs, tools and technology have helped them in their personal lives as well.
IHM Research Publications and Articles Related to Staff Resiliency
Significant results were achieved in the TestEdge® National Demonstration Study (TENDS), conducted by researchers at IHM in collaboration with faculty and graduate students at Claremont Graduate University. Funding was provided by the U.S. Department of Education. TENDS.
A Kentucky school district’s K-12 teachers and district administrators benefited from IHM training in significant ways. Results of pre- and post-assessments showed that participants felt revitalized and less likely to consider quitting their jobs. Read the results.
Resilience Among Elementary Educators as Measured by the Personal and Organizational Quality Assessment-Revised and the Emotional Quotient Inventory, by Susan Lee Stockton, Ph.D. Dissertation, Graduate Faculty of Philosophy, Educational and Counseling Psychology, University of Missouri-Columbia, 2006. Read the report.
The Resilient Educator®: Some teachers feel so stressed in their jobs that they forget why they went into the profession in the first place. The demands on educators are increasing in number and intensity: mastering new subject matter, addressing diverse student needs, implementing assessments, learning new technology and maintaining classroom order.
It takes more energy and stamina than ever to teach successfully today. This remarkable program can help teachers reduce stress levels fast and reconnect with the spirit and commitment they had when they started out. Learn more about The Resilient Educator®.
The Qualified Instructor Program®: Keeping educators engaged and involved in staff training programs is easy when the material is relevant, useful and immediately beneficial. The Qualified Instructor Program does just that. This train-the-trainer program is designed to teach professional trainers, educators and consultants to provide HeartMath skills to teachers, administrators and other school staff. After going through the program, they’ll be licensed to provide Institute of HeartMath professional development programs within educational settings in a cost-effective way.
Learn more about The Qualified Instructor Program®.
emWave® Personal Stress Reliever: Stress relief while in between classes or on a lunch break? Is it possible? Yes, teachers, counselors, administrators and other staff can shift to more balance and poise in just minutes with this pocket-sized stress-management tool. The emWave PSR measures heart rhythms with a thumb or ear sensor and responds to changes in physiological and emotional states. You’ll learn how to intentionally improve those states anytime, anywhere.
Learn more about emWave® Personal Stress Reliever or to purchase emWave PSR.
emWave® PC/Mac Stress Relief System: This award-winning computer-based program shows the effects of stress on the body in real time. Teachers love the games and simple instructions that show how to shift to a positive emotional state in moments. In just minutes, stress can diminish and feelings of well-being and energy increase. Through simple goal setting, performance shifts can be achieved in a matter of weeks.
Learn more about emWave® PC Stress Relief System or to purchase emWave PC / emWave Mac.
Testimonials from Educators about HeartMath Programs and Products
"Words seem inadequate to describe the quality of support, caring, understanding and encouragement that IHM has and demonstrates for teachers and the teaching profession. It’s the ultimate anti-burnout prescription. The bonding and sharing of ideas and concerns is truly outstanding and helps to support confidence and hope as well as providing tools for taking care of yourself.’"
—Lynne Marsh, Teacher, Long Beach Unified School District
"This is to call your attention to the educational programs of the Institute of HeartMath. The Institute has developed several innovative programs, which we believe could be helpful to teachers in the district…"
—Kathy Lesley, Assistant Superintendent, Instructional Support Services, Los Angeles Unified School District
"Your workshop is the best faculty development workshop I have ever attended since 1988 (when I was first hired at SJSU). I wish more people would learn about HeartMath. I personally think the tragedy at Virginia Tech could have been prevented if all students (could)learn about HeartMath and practice the techniques... HeartMath,(in) my personal opinion, is like "vitamin-C" (for) mental health."
—Mei-Yan Lu, Ph.D., Professor, Instructional Technology, College of Education , San Jose State University
HeartMath Programs Score Big With Educators at Four Omaha Schools
U.S. schools face enormous pressure to improve academically. The 2002 No Child Left Behind law requires every school to progressively improve in testing or face local or state reorganization. Schools face significant challenges in urban areas, where there frequently are high-poverty rates, because the children often aren’t as prepared for learning as more affluent children elsewhere. Reasons include poor nutrition, family violence, lack of parent education and support – all contributors to a major obstacle to learning: emotional stress.
Brent Khan, a Clarkson College administrator in Omaha, Neb., pursued and received a grant from a national healthcare system to address the mental health of local school children. Three public schools and one parochial school participated in this community-based initiative.
Customized plans, based on each school’s needs, were developed for implementing HeartMath programs. Each school started with the two-hour Resilient Educator program, designed to reduce staff stress levels. Several principals received more in-depth, one-on-one HeartMath coaching sessions. Some schools chose to introduce the TestEdge program to students. Others employed the emWave PC/Mac and emWave PSR technologies to reduce student stress.
Pre-POQAr assessments were administered with 82 school staff in the August prior to the Resilient Educator training and a post-POQAr was administered at the end of the school year with 76 staff members. Besides noticeable shifts in perception, sense of health and quality of emotion, the following increases and decreases were recorded for the group:
Good or excellent health – 56% to 72%
Job accomplishment – 78% to 91%
Excellent work results – 65% to 76%
Fatigue – 48% to 33%
Anxiety – 30% to 20%
Inadequate sleep – 38% to 27%
Muscle tension – 28% to 13%
Sense of not having enough time – 80% to 60%
Funding Tips for Educators:
The following Web site provides links to information about a variety of federal, state and private educational funding sources for schools and districts interested in purchasing Institute of HeartMath programs and products: Funding Sources for Institute of HeartMath Programs & Products.
For more useful information and to learn how to apply to be a recipient of the IHM Heart-Based Education Sponsorship Fund, go to: Heart-Based Education Sponsorship Fund.
