Problems of Government School Teachers | Teacher Education in Pakistan | Solved Assignment 8626 | AIOU |

QUESTION

Discuss the problems of teacher educators and also give suggestions to overcome these problems

Course: Teacher Education in Pakistan

Course code 8626
Level: B.Ed (1.5 Years)
Solved Assignment

Answer:

Problems of government school teachers in Khyber-Pakhtunkhwa, Pakistan

1. Financial problems 

Due to receiving less financial support, the sector of education has remained the most underpaid and poor in performance. This fact has rendered the education sector as the most unattractive profession in the country. The teacher community, being the most finically poor in society, often looks for other sources of earning such as going abroad for working and running their own businesses at the cost of their professional integrity (Zafar, 2003). In this regard, teachers are less motivated and take the least interest in their school duties. In many cases, teachers get salaries without attending the schools because of their businesses. This has retarded the process of quality teaching and learning in schools.

2. Political interference 

The education system of Pakistan is highly politicized. In the majority of cases, teachers are inducted on the basis of their political affiliations rather than on merit, they often serve as political workers instead of performing their professional duties. Similarly, due to political involvement in the education sector, the established procedure of appointment is often violated. These politically selected incompetent teachers become a permanent liability to the economy and a reason for the collapse of the educational system (Shah, 2003). 

Further, their unlawful promotions and politics in the schools impede educational progress in terms of quality teaching and learning as well as jeopardize the spirit of coordination among the teaching community. It is also important to mention here that often teachers who do not listen to the dictations of the political actors are severely punished in social or financial terms and sometimes transferred to remote areas. This absence of professional freedom for teachers has badly affected the degree of success of their duties. They work with the least interest and motivation.

3. Social recognition 

According to Rehman (2002) teaching is considered the most respected profession in all societies of the world. In some countries, teaching is taken as the most honorable and lucrative profession. In developed nations teachers are adored and occupy a reverential social position in society. However, in Pakistan teachers, particularly school teachers, in theory, are exalted but the reality is the other way round.

 In Pakistan, the teaching profession does not enjoy a great social status in society. Teaching is considered the most underpaid and less attractive profession. as compared to other professions like medicine or engineering and so on. Malik (1991) discovered that in Pakistan the social status of teachers is accepted only to the extent of the Holy Scripture. For example, ideologically teaching is deemed as the prophetic profession, and teachers as the promoters of prophetic jobs. However, in practice, this does not exist. Teachers stand at the last edge of the social ladder in society. This phenomenon has decreased the self-esteem of teachers. In these conditions, the profession of teaching is the most little attractive field of service for the youth. Normally teaching is the last option on the priority list of different professions.

4. Accommodation and facilities 

The government does not provide any residential accommodation to school teachers. Teachers posted in remote areas or outstations face problems with accommodation and shelter. Teachers cannot afford to rent houses on the salary which is given to them and hardly make their living. Due to the non-availability of official accommodation teachers do long absentees and are not able to perform their duties with full attention and satisfaction (Government of Punjab, 2004; Hussain, 2001). It has been observed that teachers who are posted in remote areas are more interested in return transfer to their nearby stations from the time of transfer to the school. This practice negatively affects the performance of the teachers and leads to disturbance and mental agonies.

5. Frequent transfers 

Teachers in Pakistani schools are always at the sweet will of education officers and school administration. The transfers are usually made on the basis of favoritism and nepotism. Due to this practice, most teachers remain in high mental agony, disturbance, and pressure (Khan, 1980). Often transfers to remote areas are made to teach a lesson to the teachers who are either disobedient or have affiliation with opposing political parties. Sometimes the newly transferred teachers do not find enough time to get adjusted to the new environment. The practice of frequent transfer of teachers creates not only disturbances for the teachers, their families, and their children but also affects the quality of teaching and learning in the schools (Farooq, 1993).

6. Professional development 

Teaching is a profession that needs continual updating. In this regard, teachers should be aware of the new changes occurring in society and around the world. Likewise, they need to be continuously abreast with the latest theories, research, and other addition to the pool of knowledge. It has been observed that teachers who are not professionally sound and upgraded are not able to cope with the different changes and challenges in society, the country, and the world at large. On the contrary, teachers who acquire the latest knowledge and develop their skills can effectively manage the process of teaching and learning. They teach and learn better (Farooq, 1990). 

Effective teachers need to be effective learners as well. However, the professional development of teachers has not been given any proper attention in Pakistan. Resultantly, teachers are found weak in solving students’ academic and social problems. Further, it is observed that students graduating from (government) schools have poor communication skills and find it difficult to deal with problems of life. As students in Pakistanis schools memorize the concepts for examination purposes, they lack analytical, reflective, and critical skills like their teachers. This situation has affected the overall degree of quality of education in the country.