EROSION OF THE SOCIAL STATUS OF
 TEACHERS
 

3.01 Role-Status Relationship

We have in the previous section focussed attention on some of the emerging concerns in the sphere of education, the crucial role that teachers are required to play in the process of social transformation, and the complex tasks that they have to shoulder as active participants in national development. In this context. it is important to examine the realities of the teaching profession-the social status of teachers, the material conditions of their life, and the environment of their work.

3.01.01 The UNESCO, as early as the sixties, through the recommendations of the Inter-Governmental Conference has emphasised the correlation between the role and the status of teachers as fol- lows:

"The expression of status as used in relation to teachers means both the standing or regard accorded to them as evidenced by the level of appreciation of the importance of their function and of their competence in performing it, and the working conditions, remunerations and other material benefits accorded them relative to other professional groups". (Recommendations of the Inter-Governmental Conference, UNESCO', p. 196).

3.02 Present Position About Social Status of Teachers

There is a widespread feeling that no profession has suffered Such downgrading as the teaching profession. Various groups, both among teachers and others, have expressed dissatisfaction at the erosion of teachers' status in the country as reflected in the low esteem given to the profession and the unfavourable image of teachers held by parents, student and by people at large. While it may be true that the magnitude of decline in teachers' status is sometimes exaggerated, it is equally true that the present state of affairs is highly unsatisfactory and calls for speedy remedial action.

3.02.01 Perceptions of Teachers, Students and Community about the Status of Teachers

Many teachers, who met the Commission, were of the view 'hat even members of the teaching community have a low esteem of their own profession. Teachers opinion about the present status of the profession was elicited through the survey. A majority of teachers were of the opinion that the status of the profession was rather average, one-fourth of them regarded it to be low or very low, and only in the eyes of about 16 per cent of the teachers was the status of the teaching profession high or very high. Teachers were questioned about the image of the teaching profession among different sections of the people. Analysis of responses revealed that about one-third of them were of the opinion that the administrators and the politicians had the most unfavourable image about the teaching profession. The image of the profession was perceived to be favourable by a larger percentage in other groups, particularly by parents of students. But an "indifferent" response was recorded by the largest number. More than half of the members of the community, a third of the students and the same proportion of teachers have an "unfavourable" or "indifferent" image of the teaching profession. One of the indicators of status that a profession enjoys is the influence its members are perceived to exert on the people and society in general. A very large proportion of teachers felt that they had very little influence on the government at any level. Even with regard to their influence on the community, a little less than half Felt that they exerted little influence. However, a sizeable proportion of teachers felt that they not only wielded considerable influence over students, but also that they shaped their values and character.

3.03.01 Relative Preference amongst Professions

An idea about the status of a particular profession can be had from the way it is viewed in relation to

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other professions. its relative Position can be ascertained on the basis of such a comparative assessment. Therefore, opinion in this context was elicited not only from the teachers but also from the students and members of the community at large. The respondents were asked to indicate from a list of ten professions, in order of priority, the career which they would advise their son/daughter or younger brother to take up. Class I Civil Service, medicine and engineering, in that order, received the first two choices by almost all of the college and university students. University teaching was chosen by a fifth of students hailing from the universities and only by about 12 per cent of college students. College teaching occupied the sixth rank among college students. It may also be noted that one- fourth of college and one-fifth of university students gave university teaching as their last two choices; a high percentage of both have ranked college teaching the lowest.

3.03.02 Community Response

The reactions of the members of the community present a similar picture. Class I Civil Service received the first two choices by almost half, medical profession by well over a third and engineering by over a fifth of the respondents. Hardly 12 per cent of them gave preference to university teaching and only 8 per cent to college teaching, their rank being sixth and ninth respectively. It may also be noted that about one-fifth of the university and over a third of the college respondents ranked teaching in universities and colleges as their fast two choices.

3.04 Ranking of The Teaching Profession In Terms of Benefits

3.04.01 Ranking By Community

How do members of the community rate the teachIng profession in comparative terms with regard to economic benefits, job security, and freedom of work ?

(a) Economic Benefits

The university and college teachers occupied the last two ranks in terms of economic benefits. The teaching profesion was rated as first or second by hardly 3 per cent of the respondents. In fact, approximately 40 per cent respondents placed teaching (whether in a University or a college) as the lowest among the various professions in terms of economic benefits. As one would expect, doctors, Class I Civil Servants, officers in private films and bank officers were ranked in the first four positions.

(b) Job-Security

Comparative position of teaching profession was, perceived a shade better in the matter of job security. Even in this respect, only one in every seven respondents gave teaching the first two ranks. University and college teachers were placed fourth and fifth in respect of job security in order of overall ranking. Here again, they lagged well behind Class I Civil Service and bank officers who had been accorded the highest ratings more frequently than any other pro- fession in the list.

(c) Freedom of Work

With regard to freedom of work, teaching as a profession was rated high, with university and college teachers occupying the third and fourth overall ranks respectively, next only to lawyers and doctors.

3.04.02 Ranking by Teachers Themselves

How do the university and college teachers perceive their own profession in a comparative frame, in term of the three attributes referred to above ? The pattern of responses was quite similar.

(a) In terms of "current benefits", hardly 5 and 8 percent of the university and colleges teachers respectively gave teaching the first two ranks. It was. in fact, accorded the last two ranks by a great majority of teacher respondents. As one would expect, Class I Civil Service was perceived the best among the profession in terms of "current benefits" by about 40 per cent of teachers. The next two in order were doctors and airlines officers.

(b) The same was true in respect of "other perks" which included facilities such as obtaining gas connections, permits for sugar and cement, children's admission to good schools and the like. Here again, teaching was given the highest rank by hardly 2 to 3 per cent of teachers. It occupied the lowest rank, while civil service, private firms and airlines were considered far superior to the teaching profession.

(c) The situation was a shade better with regard to "working conditions". On this factor, teaching was given the first two ranks by hardly 15 to 19 per cent of the university and college teachers, and occupied the fourth overall rank among the professions. It R to be noted, once again, that so far as general working conditions were concerned, teaching as a profession was perceived far inferior to Class I Civil Service.

(d) With regard to freedom of work, the situation was different. Teaching as a profession, in comparative terms, occupied the first and second ranks among university and college teachers respectively. Almost a third of the teachers accorded the profession the first two ranks.

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3.05 Overall Analysis of Responses

Thus, with respect to material benefits and perks, the profession was rated very low not only by the members of the community but also by the teachers themselves. It Occupied an intermediate position in matters of general working conditions. But as regards freedom of work, it was perceived as the most suitable profession. There appeared to be a general agreement, lot only among university and college teachers, but also between the mand the community regarding the relative position of teaching as compared to other professions. The analysis clearly indicates that teaching as a profession is perceived by the teachers as well as by the community as grossly lack- ing in material benefits, but as quite conducive to freedom of work.

3.06 Factors Perceived As Responsible For Deterioration of Status.

Salary and service conditions were ascribed as the reason by well over half the teachers for deterioration of status. The next factor in order of importance was lack of recognition by the government-just about half of the respondents accorded it the first two ranks. "Lack of devotion to work, integrity and sense of pride" was the third important factor perceived as being responsible for deterioration in teachers' status. It is significant that more than a fifth of the respondents considered it as the most important among the factors listed'. Other factors like low level of efficiency and scholarship, inadequate pedagogic skill and lack of commitment to student welfare, were not viewed as being so important. -In short, " salary and service conditions". "lack of recognition by the government" and "lack of devotion to work, integrity and sense of pride" were considered by teachers to be the most important factors underlying the decline in their status.

3.07 Qualities Considered Eessential for Good Teachers' Status'

3.07.01 Devotion to Duty

It may be noted in this context that "devotion to duty" was most frequently considered by the community as an important quality of a good teacher. It was cosidered as the most important by no less than 55 per cent of the respondents. No other factor was so salient in their mind. Two other qualities which had been given the highest value by a sizeable group of respondents were "good academic record" and "quest for knowledge and excellence".

3.07.02 Inspiring/Motivating Students

Among teachers, a very large percentage considered the quality of "inspiring/motivating students towards learning and creative activities" as the most important factor in evaluating the work of a good teacher. It was regarded as important by the largest number of college teachers, and held overall second rank among university teachers.

3.07.03 Good Academic Record and Research Work

Good academic record and research work constituted the next factor in order of importance. It was considered vital by about half of the college teachers. This factor was given the first two ranks by about 60 per cent of university teachers. High pedagogic skill and scholarship reflected in wide reading and critical judgement occupied the third and fourth over all ranks; these were perceived as significant by about one-fourth to one-third of the college and university teachers respectively. The proportion of teachers, considering important qualities like interest in application of knowledge and extension work or ability for effective management of the institution, and participation in extra curricular activities was rather Small.

3.07.04 Pursuit of Excellence and Establishment of Reputation

There appears to be general agreement among teachers that while increase in material benefits is a necessary condition for raising the status of teachers in the eyes of the people and even among the mem- bers. of the profession themselves, it is not a sufficient condition. Cultivation of professional competence, capacity to inspire and motivate students, devotion to duty, good scholarship and academic record, and quest for knowledge and excellence are of equal significance. If the level of professional competence does not rise along with betterment of material conditions, the status of the teachers will not be enhanced, Pursuit of excellence and establishment of reputation as a teacher and research worker are factors that are emphasised again and again. They go a long way in giving high status to teachers, even if material benefits are not at par with other professions.

3.08 Factors Viewed as Necessary to Improve Teachers' Status

3.08.01 Professional Competence, its Recognition and Increase in Emoluments

Among the members of the community, an overwhelming percentage regarded "recognition of meritorious service", "incentives to improve academic

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competence" and "increase in perks and emoluments" as the factors that were calculated to improve the status of teachers. Factors like "greater promotional opportunities" and "involvement in decision making bodies at various levels" were considered comparatively less important, though around one-third of the subjects responded to them positively. At least in the eyes of the community recognition of professtional competence, and increase in emoluments and benefits were the, most salient factors that were expected to enhance the teachers' status. The perception of the teachers was quite similar. "Compe- tence as a teacher" was given the first two ranks by a large percentage of teachers.

(a) Both Teacher and the Community view Professional Competence as Crucial.

An important point that emerges very clearly from the analysis of responses of both members of the community and of teachers is the correspondence between the qualities that were viewed as important for evaluating a teacher as "good", factors considered responsible for the deterioration in the status of teachers, and those regarded as important in enhancing status. Factors constituting professional competence were the ones considered vital for a good teacher. Their absence or deficiency was frequently perceived as being responsible for decline in the teacher's status. Inculcation and cultivation of those qualities and capacities which enhanced professional competence: were also the factors regarded as very significant in improving status.

(b) Professional Competence as having an Edge over the Economic Factor.

In short, professional excellence and material conditions both play a vital role in the status of a teacher. Since in the world of today, status is achieved rather than ascribed, teachers have to prove by their professional excellence and character that they deserve the trust placed on them. These are somewhat intangible factors, no doubt, but they are all the same important. This is evident from the fact that even though teaching as a profession today does not enjoy high prestige in society, individual members have attained very high status due to their excellence as teachers, they have inspired generations of students, or have been outstanding research workers in their respective fields, or have been devoted to work and dedicated to the profession. While the importance of the economic factor is in no way to be underplayed, it is felt that no amount of improvement in salary and other benefits would raise his status if the teacher is negligent in his work and is not involved fully in his profession. Recent measures to bring about more or less automatic promotion to a higher scale do not seem to have improved the general status of teachers in the eyes of society. Unless career development is related to professional development, mere promotional schemes are likely neither to enhance the social status nor the effectiveness of a teacher.

3.09 Preferred Mode of Recognition to Teachers

There is a general feeling among members of different strata of society that a teacher is not receiving the recognition he should. The very fact that, compared to many other professions, teaching Is not getting equivalent material benefits, is an index of comparative neglect of the teacher by society. What should be the remedial measures? There was a certain amount of difference of emphasis prestigious fellowships like Nehru Fellowship, or National Fellowship was the most effective manner in which excellence of a teacher should be recognised, only about 54 per cent college teachers felt that way. For the latter, the most salient alternative was provision of "special amenities and concessions" which was preferred by over 58 per cent of the respondents occupying the first position in overall ranking. For university teachers, the factor had a lower preference and the last rank among the four alternatives. The other two preferred modes of according recognition to a teacher, as indicated by the sample from university teachers, were membership of governmental and semi- governmental committees and monetary rewards. The latter way of giving recognition had a comparatively low rank.