Do you feel the pressure to be perfect as a teacher? What do you worry will happen if you’re not perfect? It is an important thing to consider because the simple fact is – none of us are perfect.
No lesson plan, pupil, school day, teacher, or school leader can ever be perfect. So why do we strive for perfection?
It is okay to have high standards in the workplace. Caring about your work, about your students, is only natural when we are passionate about what we do.
However, having a better understanding of perfectionist behaviour and letting go of rigid, all-or-nothing thinking can help you preserve your energy, while still ensuring you are there for your pupils and colleagues.
We know that teaching staff are under huge pressure – examinations, observations, Ofsted, parents’ evenings, the list goes on. Add to this the fact that educators care deeply about their pupils and the purpose of their work, and it can be easy not to accept human error and promote a culture of constantly striving no matter the cost.
Black and white thinking
As a perfectionist, black and white thinking can be common as we strive to achieve the impossible state of perfect. A machine may be able to perform tasks without error, but as a human being you were never intended to be perfect!
It can be liberating to find life’s shades of grey and accept that things are often complicated. Letting go of rigid, all-or-nothing thinking is one strategy you can use to stop yourself trying to fit into unattainable categories.
So, let’s try challenging some of your own black and white thinking:
Black and white: If my pupils don’t get perfect grades, I have failed them as their teacher.
Shades of grey: I have done the best I can for my pupils. My influence is only part of the story. Their achievements are not solely a reflection of me.
Black and white: There is so much to do. I need to fit as much into my school day as possible.
Shades of grey: There is lots to do, but I also need to allow myself time for breaks and rest throughout the day. It will stop me burning out and I will be better at my job in the long run.
Black and white: My colleagues are either good or bad. If they say something wrong, they are toxic.
Shades of grey: As human beings we are complex and sometimes we make mistakes.
Black and white: If I don’t have perfect lesson plans, I’ll let down my department.
Shades of grey: My lesson plans are good enough and that will do for now. If I need support or guidance I can talk to my department. Maybe we can share knowledge and resources.
Black and white: My head of department is under a lot of pressure. I don’t want to say “no” to this project as I will add to their stress.
Shades of grey: I see that my head of department is stressed, but I still need to say no on this occasion in order to protect myself. Setting boundaries are important. It doesn’t mean I am not hard-working or I’m slacking. Am I a better colleague if I say yes but then let her down later?
The SecEd Podcast
Two recent episodes focused on staff wellbeing. The first features expertise from Education Support and two schools, looking at what schools can do practically to support the wellbeing of their staff: https://bit.ly/3gIxoMS
The second hears from Peter Radford, a teacher and senior leader who burnt-out and left the profession in 2016. He offers his advice – for teachers and schools – on how we can protect staff and what teachers themselves can do: https://bit.ly/3G4VyM2
Silencing your inner critic
Another way to challenge perfectionist behaviour can be to work on silencing your inner critic.
By “inner critic” we mean the inner speech many of us experience as we go about our daily lives.
Our inner critic is mostly developed during childhood and influenced by those around us. And while it is normal to have some critical thoughts about ourselves, a highly critical inner voice can lead to low self-esteem and contribute to perfectionist behaviour that might impact our mental wellbeing.
Challenging your inner critic and trying to reframe what it says can help retrain your brain to be more positive and realistic in its outlook. For example, your inner critic might say: “I didn’t let my students stay for extra study time after school. I have let them down.” But ask yourself: “Is that true?”
Reframe the thought: “I need time to recover after a full day’s work and it’s important for students’ learning that they revise away from the classroom environment.”
It can take time to adjust your inner critic, but with practice it can help you become more confident and less prone to burning yourself out by taking on too much on, or over doing it.
Getting support
Struggling with anxiety or the immense pressure to perform can feel daunting. Sometimes it can feel hard to know where to look for support. Remember, teachers and education staff can call Education Support day or night and we’ll listen.
- Emily Kenneally is the content and media manager at Education Support, a UK charity dedicated to improving the mental health and wellbeing of the education workforce. For previous articles from Education Support, go to https://bit.ly/seced-edsupport
Further information & resources
- Education Support: For help or advice on any issue facing those working in education, contact the free 24-hour helpline on 08000 562 561 or www.educationsupport.org.uk. The charity also offers free peer support groups for headteachers and deputy headteachers via https://bit.ly/3BO1Qvz
- Education Support: Webinar: Boundaries, Rest and Letting Go: How to give yourself permission: https://bit.ly/3QlqU3y