The appreciation paradox: Why teachers feel undervalued
Teacher wellbeing expert Daniela Falecki discusses why teachers don't feel valued and what we can do about it
Ask any teacher how they feel about their job, and you’ll likely hear a mix of passion, frustration, exhaustion, and love. But one theme comes up again and again—teachers don’t feel appreciated.
Despite thank-you cards from students, occasional praise from leadership, and even the rise of teacher appreciation events, many educators still feel undervalued. This isn’t just an individual issue—it’s a systemic problem that has profound consequences for teacher wellbeing, retention, and ultimately, student success.
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So why is it that teachers don’t feel appreciated? The answer lies in a complex web of external pressures, internal struggles, and a deep misunderstanding of self-worth.
External pressures: The moving goalposts of success
The education system often treats teachers like an endless resource, not human beings with limits. The workload is relentless, expectations are ever-increasing, and no matter how much effort a teacher puts in, there’s always more to do.
Politicians demand better results. Parents want more attention for their children. Schools push for innovation. The message? “Do more, be more, but don’t expect more in return.”
Recognition for teachers is often transactional—celebrated during Teacher Appreciation Week but overlooked when it comes to pay, resources, or respect in policy discussions. Society praises teachers as “heroes” but resists systemic change that would genuinely support their wellbeing. It’s an exhausting contradiction.
Internal struggles: When self-worth is tied to performance
But external pressures are only half the story. Even when teachers receive appreciation, many struggle to internalize it.
This stems from what psychologists call Self-Worth Theory, which suggests that many of us tie our value to our achievements. In education, this means teachers often equate their worth with how much they do, how well their students perform, or how “perfect” they appear to others.
Here’s the problem—teaching is an unpredictable profession. No matter how dedicated you are, you can’t control every outcome. A student struggling with trauma may disengage. A lesson you spent hours planning might fall flat. Education is messy, human work.
When teachers believe their worth is dependent on external success, they set themselves up for disappointment. Even a flood of gratitude can feel hollow if deep down, you believe you haven’t done “enough.”
Why this Matters: The cost of feeling unappreciated
When teachers don’t feel valued, they burn out faster, disengage more, and ultimately leave the profession. This isn’t just a personal crisis—it’s a crisis for schools and students. Research shows that teacher wellbeing directly impacts student learning, classroom climate, and overall school culture.
A demoralized teacher isn’t just tired—they lose their spark. The very thing that makes great teaching possible—creativity, enthusiasm, and human connection—begins to fade.
The Missing Piece: Learning to Value Ourselves
So how do we break the cycle? While systemic change is essential, one of the most powerful shifts starts within—learning to recognize our own worth beyond achievements.
Here are three simple but powerful ways teachers can start:
1. Detach worth from outcomes – You are not “only as good” as your students’ test scores or how much you get done. Your value is in your presence, your care, and the impact you make in ways that can’t always be measured.
2. Celebrate small wins – Instead of focusing on what’s left undone, take stock of the moments that matter—the student who finally spoke up, the lesson that sparked curiosity, the colleague you supported.
3. Redefine appreciation – External validation is wonderful, but true appreciation comes from within. Ask yourself, “What do I appreciate about the way I show up each day?” Give yourself the recognition you deserve.
The appreciation paradox is real—teachers are valued, but many don’t feel it. To change this, we need both external and internal shifts. Schools must do better in recognizing teachers in meaningful, sustainable ways, but teachers, too, must redefine their own worth.
Because at the end of the day, appreciation isn’t just about what others give us. It’s about what we allow ourselves to receive.
