Metlife Survey of the American Teacher: A Quarter Century of Teacher Voice
Since 1984, Metlife Foundation has conducted an annual survey that asks teachers what they're thinking about their experiences and important issues in education. The Foundation has painted a compelling picture of what teachers see every day in their classrooms. 
And now, with twenty-five years of data, Metlife Survey of the American Teacher: Past, Present, and Future gives us a glimpse into how teachers' views and ideas have changed over time. Bloggers (including the Teacher Leaders Network's Tempered Radical) are taking stock of the data. One of the most surprising findings? The percentage of teachers who report that they are "very satisfied" with their career rose from 40% to 62% between 1984 and 2008. More teachers are also encouraging young people to enter the profession and feeling more recognized for the work that they do. And principals report that the quality of new teachers entering the profession has improved.
The Metlife data raises several red flags and questions in addition to bringing some good news. Teachers are changing their minds about standardized testing: 61% found it helpful for tracking student performance in 1984 versus just 48% in 2008. Survey data are confirming that challenges like lack of parental support and large numbers of English Language Learners are magnified in urban schools where teachers are also more likely to report tough working conditions. Today, teachers are more likely to report that their students' abilities are so mixed it's challenging to teach effectively (39% in 1988 vs. 43% in 2008). And teachers don't necessarily have opportunities to fully embrace new tools and collaborate with their peers. A full third of teachers with 21 or more years of experience report that they rarely meet with a new teacher to discuss teaching and 85% of teachers surveyed in 2008 had never participated in a virtual learning community for professional reasons.
Read more about the findings and the questions they raise in the quest to make schools better for teaching and learning.
