Few would disagree that teaching is a vocation rather than just another job. The right attitude is the essential requirement when a young person decides to follow a teaching course at the University. Job satisfaction through being instrumental in educating students to make a success of their lives is what motivates most young people to become educators.
These critical motivators may well be exploited by education authorities that rely on the heroics of teachers to keep the educational system functioning at the least possible cost. What is even worse is the fact that those already serving in the classrooms complain they are often not respected by the school management and by the education authorities.
They rightly claim there is lack of leadership from policymakers to implement a disciplinary code that protects educators from abuse by students, parents and third parties.
These sad realities emerged from a study by Michelle Attard Tonna and James Calleja from the Department of Leadership for Learning and Innovation in the Faculty of Education. The most shocking finding was that less than a fifth of teachers would choose the classroom over a new career opportunity. No wonder our educational system continues to wallow in mediocrity after decades of experimentation with grand reform plans announced in glitzy press conferences by political policymakers.
Though not the main consideration for genuine teachers who put their students’ holistic formation first, the question of pay is possibly a crucial factor that is affecting educators’ morale. Graduates in the teaching profession are among the lowest paid professionals. Many have to resort to performing a second job to cope, often giving private lessons in their free time. Some put up with this demoralising situation because they get more extended holidays than most other professionals.
But the interest of children is probably not being given the high priority it deserves when linking educators’ pay with performance in the classroom.
Lack of discipline is another worrying factor that is endemic in many of our schools. Besides the headline-grabbing incidents where parents or even grandparents occasionally abuse educators, there are claims of teachers being bullied not just by students and their relatives but also by some school managers who adopt the command/obey style of management. When teachers feel they are taken for granted by their bosses, it is not surprising that their productivity and commitment in the classroom is affected.
A country’s commitment to education is demonstrated by the high status and recognition it gives to educators. Countries like Finland rank educators among the most respected and appreciated professions. They know their economic and social objectives as a nation depend on the success of their educational system. Only the best graduates with an unwavering commitment to educating young people are offered jobs in education. They get a good pay but are also expected to perform well and are continuously appraised by their managers.
If the teaching profession continues to wallow in distress, the educational system will never make the exponential leap in quality it needs to augur well for our economic and social well-being.
A root and branch reform is required to put educators on a par as a profession with doctors, engineers and scientists.
Sadly, positive headline news coming from the educational sector continues to be scarce.
This is a Times of Malta print editorial