THE IMAGE OF THE TEACHER: FROM RHETORIC TO REALITY
- There are many reasons to consider that the image society has of the teacher in general, and that Spanish society in particular has of the Spanish teacher, is not negative at all. However, the Spanish teachers - especially perhaps those in secondary education - do not see it that way. They rather think that, apart from more or less interested or opportunistic rhetorical statements, society preferably portrays - above all in the media, but also in the despising treatment and usual lack of social appreciation - a negative image, inclined more to emphasise occasional conflicts than the positive daily actions; and also think that when negative information on teachers arises, nobody usually does anything to defend them: neither the authorities nor parents. One may read in the relevant Report; "we are faced, at least, with a problem of hypersensitivity as to the criticism that appears in the media".
- As a contrast to this image, Spanish secondary education teachers have a solid, good opinion of themselves. According to the answers provided in the survey, they do not initially show, at least in most cases, a self-image or vocational identity crisis. They consider themselves, first of all, attracted by and identified with their profession, which they mainly qualify as a vocational task of high social impact (instructive, pedagogical and ethical). They consider themselves very dedicated to their profession, concerned with rigorous fulfilment of their responsibilities. They show a considerable desire to improve themselves professionally and understand that, with the necessary precaution, their teaching task as may and must be evaluated. Definitively, the Spanish teachers in the Secondary Education appear to be professionals competent, joyful and dedicated to their work; and, although it may be necessary to tone this down a little bit, their answers seem sincere and convincing. In general terms, although without excessive differences between each other, teachers in the private sector seem more convinced of all this than those in the state sector. In the latter, those original from Primary Education seem to be more convinced than those from Secondary Education. In any case, these would be a case of detailed specification, to which not much relevance must be granted. The main point is that teachers express professional self esteem and appreciation of their work, which undoubtably is an important asset when considering the important shortcomings that, as we have seen, are considered in the results of schooling in our country. One must state the existence of an identity crisis among a sector of the teaching staff that has also come to light, above all at the Debates, due board all to the new requirements society continually seems to burden the teachers with, by turning certain social problems (unemployment, drugs, crisis of values, juvenile delinquency, etc.) into educational problems.
- The majority feeling of self esteem shown by Spanish teachers definitely must not be received with indifference or scepticism, but rather, on the contrary, be reinforced, especially at such moments as the present ones. This is not only due to it being convenient, but rather because it is strictly fair and matches the truth of the facts. As one may see from this global diagnosis Report, an overwhelming majority of Spanish parents have a highly positive concept of the teachers of their adolescent offspring, who they appreciate and with whom they have relations that perhaps are not close or frequent, but almost always cordial and peaceful (situations of conflict with teachers are very scarcely referred to by the parents in their answers). This is an astounding fact, which must be well known to the teaching staff. One must also add, to previous appreciations in the same tone, as for example, some made by the Inspectorate, or those already stated in the Report on primary education published by the INCE in 1997. The Report on School Operation also included in this diagnosis, indirectly provides some data on the matter when, for example, it shows how the majority of the members of the educational community apart from the teaching staff do not consider there are conflicts between the teachers, or when stating that there are generally very few clashes between parents and teachers.
- Everything said is of special importance at a time when, indeed, teachers are being required to perform increasingly more ample and difficult duties, for which, moreover, they have not been trained sufficiently, indeed on occasions at all. This is, for example, the case of the tutorial function, or the duties to participate in school management, or adequate treatment of students with special educational needs, or the correct approach to diversification and individualisation of teaching in a comprehensive context, etc.
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