Fayette County teachers, like

many other professionals, believe they don't get paid enough, but like

their jobs anyway, according to a local survey.

About 70 percent of the teachers

responding said they were not adequately compensated for the work they

do, according to teacher survey results presented to the Fayette County

Board of Education Monday night.

Survey committee recommendations

to the board included adjustment of the local teacher supplement to make

Fayette teachers' salaries more competitive with those in area systems,

adding steps beyond the current 19-year senority cap to the local salary

schedule and taking a closer look at the duties performed by teachers

for possible extra compensation.

Beginning teachers get $28,459

a year in Fayette schools. Top pay for a teacher with 19 or more years

of experience is $63,296 per year, according to the system pay schedule.

Despite the pay issue, more

than 90 percent of local teachers are satisfied with their schools and

teaching assignments, enjoy their jobs, feel safe in their work environments,

and believe students in their classes are well-behaved, the survey said.

On the negative side, nearly

four out of every ten Fayette teachers surveyed said their workload was

"unmanageable," while nearly seven out of ten teachers believed

they had too little time to plan adequately for teaching their students.

Some felt a gap in support

from parents. Thirty-two percent of teachers disagreed with the statement

that parents strongly support them, the survey revealed.

"That surprised me,"

commented board Chairman Debbie Condon, referring to the lack of parental

support felt by some of the county's teachers. Board member Connie Hale

suggested that perhaps the perception held by teachers depended on their

schools.

One recommendation made by

the subcommittee analyzing the survey's results suggested that parents

should be educated on the tasks teachers carry out during their working

day, and maybe be allowed to spend an entire day with their children in

class or take their places for a day.

The survey was conducted last

spring by a board-appointed task force assigned to address issues pertinent

to teacher recruitment and teacher retention. The survey netted results

from 1,275 teachers, approximately 93 percent of teachers employed by

the school system. While many of the comments were positive, the areas

of dissatisfaction included compensation, preparation time, longevity

pay ending at 19 years, recognition for effort and accomplishments and

opportunities for promotions.

Approximately 35 percent of

the teachers reported that their workload was unmanageable. Hiring additional

paraprofessionals at the elementary level, and alleviation of the substitute

teacher shortage, thus eliminating the need for teachers to give up their

planning periods when they cover for absent teachers, were two of the

suggestions made.

Lack of time for adequate planning

prompted 68 percent of the teachers to respond. One recommendation was

for redistribution of 10 nonstudent days in the teacher work year so at

least one day would occur during each semester.

In the area of recognition,

25 percent of the teachers disagreed that administrators fostered high

morale and 85 percent suggested that a sabbatical leave would enhance

job satisfaction.

Mentoring and support of beginning

teachers was another area that needs additional attention, the survey

revealed, with a recommendation that master teachers should be identified

and released from their regular classroom duties to work specifically

with new teachers.

It also was recommended that

a nonteaching technology staffer be assigned to every school.

The committee asked that the recommendations requiring no funding be

undertaken as soon as possible.

In a related move to attract and retain teachers, the board approved

$77,000 for paying long-term substitute teachers on a teacher's pay scale,

provided the board receives its midyear budget adjustment from the state.

Judy Byrd, director for human resources, said a letter of intent to teach

the following school year also would be offered to qualified teachers,

specifically those teaching in critical areas such as math, science, special

education and foreign language.