|
Over the past decade, I’ve studied the experiences of new teachers as they transition into the profession. Research shows that how teachers interpret their early challenges—particularly the stressful ones—shapes their long-term orientation toward and commitment to teaching (Feiman-Nemser et al., 1999; Ingersoll et al., 2018; Pajares, 1992). In other words: the way we make sense of our situations during transitions really matters.
One powerful tool during these times is self-compassion—a kind, nonjudgmental awareness of our own struggles. Studies show that self-compassion supports a growth orientation, resilience, and greater well-being. In my own research with beginning teachers, those who learned to take a self-compassionate approach during their transition to teaching developed more of a resilient mindset and growth orientation, higher self-efficacy, were less burned out, and reported greater job satisfaction at the end of their first year.
Self-compassion involves three interrelated but distinct steps:
-
Mindfulness (v. Over-Identification): Take a moment to see the situation from a balanced perspective and remember struggles are temporary—things will change and improve over time.
-
Common Humanity (v. Isolation): Recognize that worries, uncertainties, and disappointments are normal and all humans are imperfect—others have faced similar challenges.
-
Self-Kindness (v. Self-Judgment): Offer kindness and understanding to yourself, as opposed to being harshly self-critical—extend yourself the same grace you’d extend to a friend in need.
As I’ve been reminding myself, taking this approach and engaging in self-compassion practices can help us face challenges with greater steadiness—and even find small moments of joy along the way.
For all of you starting a new school year—as teachers, teacher educators, administrators, parents, and students—remember: transitions can be difficult and they can be windows of opportunity for growth.
In joy for the work,
Rebecca
CRTWC Executive Director
|
