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盖洛普、沃尔顿家族基金会与Mattering Institute于2026年10月14日发布调查：近2000名美国K-12教育工作者中，仅约35%感到自己在学校里“很重要”；缺乏这种感受的人更易倦怠、更可能离开教育岗位。本文讨论“被看见感”为何影响教师留任。

正文

Do teachers stay when they feel they matter at school? On October 14, 2026, Gallup, the Walton Family Foundation and the Mattering Institute released a survey of nearly 2,000 U.S. K-12 educators. Only 35 percent said they matter a great deal at their schools. One in five felt they matter little or not at all. Why does that sense of mattering shape burnout and plans to leave?

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教师是否会因为感到自己在学校里被看见而留下来？2026年10月14日，盖洛普、沃尔顿家族基金会与Mattering Institute发布了对近2000名美国K-12教育工作者的调查。只有35%的人表示自己在学校里“很重要”；五分之一的人觉得自己几乎不被看重。这种“被看见感”为何会影响倦怠与离职打算？

The report used a framework called SAID: Significance, Appreciation, Invested In and Depended On. Feeling appreciated was the strongest driver of mattering. Nearly three in four educators with high appreciation scores said they matter a great deal, compared with just 7 percent among those with low scores. About 42 percent felt appreciated by fellow teachers, yet only 24 percent believed their school as an organization made appreciation a priority. Just one in four received praise from a school leader at least weekly.

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报告使用名为SAID的框架：Significance（重要性）、Appreciation（被欣赏）、Invested In（被投入）与Depended On（被依赖）。其中，感到被欣赏是“被看见感”最强的驱动因素。欣赏评分高的教育工作者中，近四分之三表示自己很重要；评分低的人中这一比例仅为7%。约42%的人感到得到同事欣赏，但只有24%认为学校作为组织把欣赏当作优先事项。仅四分之一的人至少每周能得到学校领导者的表扬。

That gap has costs. Among educators who felt they matter little or not at all, 68 percent reported frequent burnout, and fewer than half expected to remain in education long term. Overall, one in four said they were likely to leave their current job within a year. The “Invested In” measure linked most clearly to turnover: plans to leave fell from 41 percent among those who felt unsupported to 12 percent among those who felt someone backed their growth. Yet only 19 percent said anyone in the building actively invested in their professional future.

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这一落差是有代价的。在觉得自己几乎不被看重的教育工作者中，68%报告经常倦怠，不到一半预计会长期留在教育行业。总体来看，四分之一的人表示可能在一年内离开现职。“被投入”这一指标与离职关联最明显：感到得不到支持的人中，离职打算为41%；感到有人支持其成长的人中降至12%。然而，只有19%的人说校内有人主动投入其职业发展。

Two-thirds of educators said they always or often give more to the school community than they receive. Frequent burnout rose to 57 percent in that group, against 13 percent among those who rarely felt the imbalance. Students already supply much of the recognition: 47 percent of educators reported regular appreciation from pupils, and many linked moments of helping a struggling learner to feeling they matter.

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三分之二的教育工作者表示，自己总是或经常对学校社区付出多于回报。在这一群体中，经常倦怠的比例升至57%；很少感到付出与回报失衡的人中这一比例为13%。学生其实已经提供了不少认可：47%的教育工作者报告经常得到学生的欣赏，许多人把帮助学生度过困难的时刻，与“自己很重要”的感受联系在一起。

Jennifer Wallace, founder of the Mattering Institute, called the findings wake-up calls for leaders. She and the report urge schools to treat recognition as routine, train supervisors to praise staff regularly, invest visibly in career growth, and leave room for creative practice. The survey does not prove that praise alone solves staffing shortages. It does suggest that when schools show teachers they matter, retention and well-being move together — and students gain adults who still have energy to respond.

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Mattering Institute创始人Jennifer Wallace称这些发现是对管理者的警醒。她与报告建议学校把认可做成常规，培训管理者定期表扬员工，明显投入职业成长，并为创造性实践留出空间。调查并不能证明仅靠表扬就能解决师资短缺。但它提示：当学校让教师感到自己被看见时，留任与身心状态会一起改善——学生也能遇到仍有精力回应他们的成人。

新闻来源

• Walton Family Foundation · Do Teachers Feel Like They Matter? (14 Oct 2026)
• The Washington Post · Roughly a third of educators feel they matter a ‘great deal’ at school (14 Oct 2026)

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