LETTER | Transforming the teaching profession

LETTER | Unesco’s Global Report on Teachers highlights that “teachers are central to unlocking every learner’s potential and achieving Sustainable Development Goal 4 of inclusive, equitable and quality education for all”, which I believe everyone would agree.

With such a claim, teachers hold a profound responsibility not only to impart knowledge but also to nurture the holistic development of their students.

They wear different hats and serve as guides, mentors, and facilitators in shaping young minds and instilling in students the skills, values and attitudes needed to thrive in a rapidly changing and challenging world.

While the teaching profession stands at the heart of shaping future generations, it grapples with several challenges that impede its effectiveness and prestige.

One major issue is the high workload and limited resources teachers often face, leading to burnout and decreased morale.

Malaysian teachers are bogged down with unnecessary administrative and external work that requires a lot of time in preparation that, at times, would take up their teaching hours.

Unnecessary workload

This matter has been voiced out over time and there seems to be little action taken to reduce these unnecessary workloads.

Many programmes and instructions from the state education state departments and district education offices need to be monitored by the Education Ministry.

In practice, some of the instructions given to the schools were incongruent or misconstrued with the ministry’s initiatives.

It is good to have other additional programmes in schools to expose students to some of the values instilled in the programmes, but the schools must be given autonomy to choose the most relevant ones for their school context.

Eliminating unnecessary programmes, such as the “Best Toilets Competition,” is essential for optimising resource and time allocation.

The initiative is aimed at improving facilities and teaching about cleanliness is commendable, but it is crucial to prioritise investments and activities that directly contribute to the core mission and objectives of our education.

The second issue is related to the lack of recognition and competitive compensation for educators. Offering acknowledgement of teachers’ efforts is important for cultivating dignity, professional ethos and drive.

Such recognition holds substantial potential to enhance the societal status of educators.

To address these issues and uphold the teaching profession, several strategies can be implemented.

Firstly, investing in professional development opportunities where continuous training and support help teachers stay updated with modern pedagogical approaches, techniques and technologies - subsequently enhancing their pedagogical practices in the classrooms.

Secondly, providing adequate resources and supportive working environments can alleviate stress and improve job satisfaction among educators.

Just look at the existing teachers’ rooms. Do we find them conducive enough to provide a comfortable workplace for teachers?

Those schools with good Parent-Teachers Association (PTA) support would definitely invest not only in providing good support for the students but also in creating good offices for the teachers.

However, schools with limited support would have to endure working in such limited conditions - hot, cramped rooms with poor ventilation.

Hence, in promoting the “Sekolah Sejahtera” initiative, we should not ignore the teachers and their teaching conditions.

Besides, enhancing the status and perception of teaching as a career is essential in transforming the teaching profession. This can be achieved through public awareness campaigns highlighting the importance of educators in shaping society and the economy.

Celebrating good teachers

Celebrating exemplary teachers and showcasing their impact can inspire others to pursue teaching as a fulfilling profession.

Emphasising the value of education and the transformative role teachers play can instil respect and admiration for the profession.

It is the era of technology and while expecting teachers to be digital literate, there should also be an effort from the ministry or even the state or district offices to highlight and showcase, via the various media platforms, on the teachers’ efforts and educational practices that uphold the teaching profession.

However, this should not be made a competition between schools. It should be based on genuine practices and the intention is to motivate other practitioners to adopt and adapt any promising practices shared.

This approach could, in the long run, foster positive perceptions of society towards teachers and the teaching profession.

Teachers should be able to think, decide and choose suitable materials, appropriate pedagogical approaches and assessment methods. Allowing teacher autonomy may give room to foster innovation and reflective practice, allowing teachers to tailor their instruction to meet the students’ diverse needs.

Autonomy also promotes a sense of ownership hence increasing job satisfaction among teachers. This kind of empowerment leads to a collaborative environment, where peer learning and leadership opportunities thrive.

Schools that support autonomy typically have a positive culture and student-centred focus, that leads to aligning with professional standards and ultimately improving educational outcomes for both teachers and students.

This was evident in the Teacher-Led Learning Circle for Formative Assessment (T3LFA) project which was coordinated by the National Union of the Teaching Profession (NUTP) in collaboration with Education International, where it was observed that teachers who gained support from the school administrators in teaching and assessment ideas tended to be more creative and motivated towards improving teaching and learning.

In conclusion, transforming the teaching profession requires concerted efforts to address its challenges, uphold its value and cultivate positive perceptions.

By investing in teachers, promoting their status and fostering a culture of appreciation, we can ensure that the teaching profession thrives and continues to shape a brighter future for generations to come.

Happy Teachers’ Day!

Writer is the deputy dean of research at the Faculty of Education, Universiti Malaya and the Education International (EI) appointed country researcher for T3LFA Project.

The views expressed here are those of the author/contributor and do not necessarily represent the views of Malaysiakini.

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