Introduction
Why do people go into teaching?
What makes teaching an enjoyable life-long career for some, while others leave
the profession? This paper will discuss those aspects of teaching that
contribute to and detract from the appeal of a teaching career for both
prospective and practicing teachers.
This paper is based on a research that had explored the factors
influencing the motivation, morale and job satisfaction experienced by
teachers.
Generally motivation level of
school educators determine their productivity. Challenges faced by educators in
the teaching profession sometimes prohibit the successful implementation of
educational programs. A study was
conducted on 221 Distance Education Students to investigate their self-motivation
towards teaching as a profession. Data were collected via an open ended questionnaire
to elicit their perceptions on reasons in favor or otherwise of the teaching
profession. Data were analyzed qualitatively using the phenomenological
approach. Findings indicate that teachers have several reasons in favoring the
teaching profession such an s teaching being a noble profession, as an
opportunity to contribute towards students’ advancement and development and to
fulfill self-interest and satisfaction. Another category that emerged from the
findings is the perception of teaching as a challenging career.
On the other hand reasons for not
favoring the teaching profession include low salary, lack of promotion
opportunities, unsatisfactory leader behavior, and variety of workload, student
discipline problems, uncooperative colleagues and unconducive working
environment. Some suggestions given by the respondents to improve
self-motivation include understanding of personal traits, selection of good
school leaders, and review of educational system, salary scale and workload.
Implications of the study are discussed to understand current status of teacher’s
self-motivation in relation to individual well-being and self-actualization.
Research have shown that it is
more difficult now for school to attract god teachers and also to retrain them
in schools (Langdon 1990). The most frequently mentioned reason teachers give
for the difficulty school have in getting and keeping good teachers is “low
pay”. Other reasons given for schools having problems in getting good teachers
are “geographic location” of the district, “working conditions” and “teacher
shortage”.
The main reason teachers given
for leaving is the same one they give for school not attracting good teachers
that is “low pay” (35%). This is followed by working conditions (17%); lack of
support from administrators, community, and parents (15%); weak or poor
administration (9%); location (7%); work load (6%); better job opportunities
(5%); lack of respect (3%); and burnout (2%).
Working conditions
The specific problems with
working conditions that teachers mention most often is “poor student
discipline”. These reasons are similar to those identified by another research
group (National Association of state boards of Education, October 1998). The
study cited “low salaries”, “poor students” discipline and being assigned to
“teach subjects for which they are not prepared” as the top reasons why
teachers quit.
Methodology
Sample: 221 distance
education students, majoring in TESL
Analysis of data : qualitatively using phenomenological
approach
A study was conducted to
investigate their self-motivation towards teachings as a profession. Data were
collected via an open ended questionnaire to answer these research question.
Research question
What are the factors that make
teachers “like” teaching career / profession?
Why teachers “do not like”
teaching career / profession
What are the suggestion given by
teachers to improve their self-motivation?
Findings: 6 theme emerged: Why teachers like teaching profession
Why teachers don’t like teaching profession
Examples of reasons
for
A.
“Fulfill self interest & satisfaction”
1.
More holidays
2.
Working environment suitable to self need
3.
Shorter working hours
4.
More autonomy
5.
Satisfied if students pass their exams
6.
Respect from society
7.
Contribution for Dunia & Akhirat
B.
Contribute to student’s advancement
1.
Ensure students get new knowledge, skills and attitude
2.
To change student’s behavior
3.
To teach weak students
4.
To educate students to face the world
5.
To produce knowledge generations.
C.
Noble profession
1.
Respectable career
2.
Happy to be called as teacher
3.
Able to control negative behavior
4.
Responsible person
5.
Helping students to be good citizen
D.
Contribute to student’s advancement
1.
Act as role model
2.
Improve communication skills and self confidence
3.
Help to improve and teach own children
4.
Opportunity to learn new knowledge through reading
etc.
5.
Opportunity to further study
6.
Challenge self ability
7.
To improve self discipline
8.
To improve self potential
Suggestion to improve
self-motivation of teachers
- Understanding of personal traits
- Selection of good school leaders
- Review of educational system
- Review salary scale
- Decrease workload/burden
Discussion & conclusion
- Lord Puttnam (BBC News 2001) the Chairman of General Teaching Council for England (GTCE) concerns over teacher shortages.
- They need take a long, hard look at why teachers leave and-stay-in the profession and then make the necessary improvements sustain a high quality teaching workforce.
- The problems was not just teachers leaving the profession, but of people ‘down-shifting’ within teaching because of work pressure.
- Many of these trained professionals do not leave teaching but opt for a job with less pressure or one that isn’t full time.
- Many lady teachers in Malaysia opt for early retirement because can’t cope with heavy work load, burden with teaching subjects they are not prepared, students discipline etc
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