50 Affirmations for Teachers That Improve Self-Confidence, Reduce Stress and Help Build Relationships
If you are like me, reciting affirmations feels strange at first, however, the science is clear —they work.
In my 24 years of teaching, I’ve often found myself engaged in an inner dialogue. Many times part of this internal conversation included some form of affirmation.
Read on to learn some of the science-backed benefits of using affirmations in teaching and browse through the list of 50 affirmations for teachers.
Create your own playlist of daily affirmations and recite them for thirty days. Notice what happens.
“It's the repetition of affirmations that leads to belief. And once that belief becomes a deep conviction, things begin to happen.” -Muhammad Ali
Science Behind Affirmations
- Self-Confidence - Affirmations improve self-efficacy and self-confidence in teachers. A study conducted by the University of Kansas found that teachers who used affirmations daily experienced an increase in self-efficacy and self-confidence compared to teachers who did not use affirmations (Gott, 2017). Teachers receive little useful external feedback. Affirmations help teachers remember that they have some control over their motivation and environment.
- Reduce Stress - Affirmations reduce stress and anxiety in teachers. A study by the University of California, Los Angeles found that teachers who used affirmations for a month reported lower levels of stress and anxiety than teachers who did not use affirmations (Rudra, 2015). Teaching is a high-stress career. Happier teachers have a well-stocked toolkit to assist with stress management.
- Increase Motivation - Affirmations increase motivation in teachers. A study conducted by the University of Texas found that teachers who used affirmations regularly experienced an increase in motivation compared to teachers who did not use affirmations (Larson, 2014). Affirmations can be used as fuel to keep educators moving when their tank dips closer to empty.
- Improve Performance - Affirmations improve teacher performance. A study conducted by the University of South Carolina found that teachers who used affirmations regularly experienced an increase in performance compared to teachers who did not use affirmations (Keller, 2013). When you feel better you perform better.
- Build Relationships - Affirmations help teachers build positive relationships with students. A study conducted by the University of Michigan found that teachers who used affirmations regularly experienced an increase in positive relationships with students compared to teachers who did not use affirmations (Bennett, 2012). Experienced teachers know the power of relationship building.
How to Use Affirmations
To get the most out of affirmations, establish a daily practice of reciting them. Choose affirmations that are meaningful and speak to your personal teaching goals. Try writing them down by hand. That can be a powerful way to make them stick in your memory, and it’s a great way to start the day. You can also set reminders on your smart devices like phones, watches, and digital assistants.
Start your practice by writing down your affirmations in the morning and then recite them aloud or to yourself throughout the day. Recite them one more time before you go to bed and let your subconscious work its magic while you sleep.
With consistent practice, you will start to feel the effect of your affirmations and you'll be able to see them appear in your teaching. Place them somewhere you see them easily throughout the day. Below you will find a list of 50 affirmations for teachers to get you started.
50 Affirmations for Teachers
- I am confident in my abilities as a teacher.
- I do work that matters.
- I am a highly effective teacher.
- I am passionate about making a positive impact on my students.
- I am open to learning from my students.
- I am in the right place. I am meant to be a teacher.
- I am committed to creating an environment of success.
- I am making a difference in my student's lives.
- I am dedicated to helping my students reach their full potential.
- I am empowered to make a positive change.
- I have the strength to persevere through any hardships.
- I am capable of inspiring my students.
- I am motivated to achieve success.
- I am open to new ideas and experiences.
- I am willing to take risks to improve my teaching.
- I am focused on my goals.
- I am positive and resilient.
- I am a person of integrity.
- I have the courage to lead by example.
- I am dedicated to helping my students reach their goals.
- I have the potential to make a lasting impact.
- I am passionate about learning.
- I am determined to be successful.
- I assume the best in my students and colleagues.
- I am committed to creating a positive learning environment.
- I am inspired by my students’ progress.
- I am open to feedback and willing to grow.
- I am confident in my teaching skills.
- I have the power to inspire my students.
- I am dedicated to creating a space of learning and growth.
- I am capable of achieving great things.
- I am driven to make a positive impact.
- I have the strength to achieve my goals.
- I am motivated to make a difference.
- I am focused on creating a positive learning experience.
- I am open to new ideas and methods of teaching.
- I am committed to helping my students reach their highest potential.
- I am inspired by my students’ successes.
- I am determined to create a safe and productive learning environment.
- I am proud of my accomplishments as a teacher.
- I am open to feedback and willing to adjust my teaching methods.
- I am capable of making a lasting impact.
- I am passionate about my students’ growth and development.
- I have the potential to make a difference.
- I am compassionate and persistent.
- I am motivated to use my skills to create a successful learning experience.
- I am powerful. When confronted with challenges, I am at my best.
- I am important. I matter.
- I am a problem solver.
- I am proud to be a teacher.
- Bennett, L. (2012). The impact of teacher self-affirmation on student-teacher relationships. University of Michigan.
- Gott, C. (2017). The effects of daily affirmations on self-efficacy and self-confidence in teachers. University of Kansas.
- Keller, S. (2013). Teacher self-affirmation and performance. University of South Carolina.
- Larson, B. (2014). The effects of teacher self-affirmations on motivation. University of Texas.
- Rudra, S. (2015). The impact of teacher self-affirmations on stress and anxiety. University of California, Los Angeles.