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Surry County Schools survey shows strong staff support, flags workload and student-behavior concerns
Summary
Presenters told the board that more than 90% of district educators responded to the 2026 Teacher Working Conditions Survey and that Surry County Schools outpaced state averages on leadership, safety and facilities, while noting teacher time, student conduct in unstructured spaces and teacher input in budgeting/hiring as areas for improvement.
More than nine in 10 Surry County educators responded to the district’s 2026 Teacher Working Conditions Survey, and presenters said the results show strong staff loyalty, leadership and facility ratings — alongside persistent concerns about time, workload and student behavior.
Miss Dupy, joined by Miss King and Dr. Goins, briefed the board on the survey during the June 1 meeting. "Over 96.5% of our teachers report that their school is a good place to work and learn," the presentation said, and leadership metrics ranged in the low‑to‑high 90s compared with lower statewide averages.
The presenters highlighted multiple strengths: high agreement that safety plans are understood (98.6% of teachers agreed they know what to do in an emergency), strong building-maintenance and internet adequacy scores (95.1% agreement), and rising scores since 2022 in code-of-conduct compliance and enforcement.
But presenters also identified areas for follow-up. Time management and workload, student conduct in unstructured areas, bullying, and teacher influence in budgeting and hiring were named as improvement opportunities; teacher input on budget and hiring showed roughly 60–78% agreement depending on the measure. The presenters said approximately 65% of respondents agreed that students come to school with basic needs met — above the state average but still an area for further attention.
A classroom teacher who spoke from the floor urged parents to reinforce student respect for teachers. "Please help your kids understand that they need to respect our teachers," the teacher said, echoing survey concerns that many educators have one or two students whose conduct disrupts learning.
Board members asked about implications for professional development and discipline policy. Presenters said the district will focus on differentiated professional learning, stronger behavioral supports, and more teacher leadership opportunities as next steps.
The presentation and the board discussion did not result in any formal vote; presenters said a more detailed action plan and further review will follow in future meetings.
