Morale teacher is a major problem in private and public schools. Low morals reduce involvement with colleagues and students, reduce productivity, reduce student learning and breed cynicism. On the other hand, when the moral is high and cultural faculty healthy, students superior socially and academically, productive and collaborative teachers, and dynamic and interesting school environments. Given the important role played by teacher morals, schools must work continuously to improve teacher morals.

The main factors that affect morals are school leadership, workload, compensation, student behavior and professional development. Effective and supportive leaders contribute significantly to high morals, while weak leaders and low morals go hand in hand. Obviously, teaching intensive, unrelenting and intellectually, demands emotionally and physically. In addition to teaching, teachers have many other responsibilities such as curriculum development, recess supervision, extracurricular activities, marketing, fundraising and administrative documents. Feeling burdened with so many responsibilities contributing to low morals. Naturally, working too hard and less paid is a recipe for a moral disaster. The problem of student behavior is another major reason for low teacher morals, especially when the teacher does not have a tool to solve the problem. And finally, access to professional development plays a major role in determining moral.

School leadership: School leaders have very demanding and complex jobs. Many include leadership positions without adequate training. Even with excellent training and experience, school leaders face very complicated challenges every day. Ongoing leadership training, executive training and professional development is very important to enable school leaders to provide strong leadership and ensure the morale of high school.

Teacher Workload: Maybe there is no way to overcome the fact that the workload of heavy teachers. However, when the faculty pushes and unites, hard work is far more pleasant. In fact, in my experience as the principal, the moral teacher is at the top of the graph when the faculty is very involved in large initiatives that require extensive work. Involving teachers in decision making, planning and troubleshooting, and creating a collaborative team to share workloads greatly contribute to maintaining high moral.

Compensation: competitive compensation is important. However, the key to compensation because it affects moral is a system to determine salaries and improvements. If the teacher feels that the system is unfair, compensation, regardless of the number, will damage moral. Justice is mostly judged by the felt conformity between the value of a person to the school and compensation of the person. To compensate fairly, schools must leave the system “step” traditional and implement a system that connects compensation and performance.

Student behavior: Teachers face increasingly complex demands in meeting their students’ needs in private and public schools. From antisocial behavior to special needs to apathy across the socio-economic spectrum, the teacher has increased problems with behavior management. The two main initiatives by the school will help overcome this problem. First, it is important to provide behavioral management training for teachers who struggle with discipline. Second, faculty and staff must work together as teams throughout the school to overcome behavioral challenges.

Professional Development: Professional development directly related to student achievement and teacher satisfaction directly related to student achievement. Teachers and schools that appreciate professional development or adult learning create conditions for students to appreciate learning as well. When students make excellent academic and social progress, the teacher feels gifts from their profession. Pr.