The Obligatory Secondary Education teaching staff: analysis of its identity and responsibilities
Among other aspects related to the teaching profession, this Report must provide an explanation, a diagnosis of the present reality of the Obligatory Secondary Education teacher, investigating to what extent a real professional identity is noted among the teachers and how much the teachers fulfil their specific responsibilities. We shall deal with both aspects separately.
THE PROFESSIONAL ASPECT OF THE ESO TEACHER
After analysis of the answers to the questionnaire, the first thing we noted is the positive attitude practising teachers have towards teaching: the respondents consider teaching is an attractive activity overall (83% between "fairly" and "a lot"), which clearly meets the basic requirement in all professions in which collaboration is a common asset, as 92% considers that it thus provides a service to society. Teachers feel identified with their profession, as they refuse to consider it a transitory task (97% between "little" and "none"). However, they also see teaching as a profession in the strict sense. Indeed, 85% classify it is a vocational task, while 80% deny that it is a labour solution like any other and 90% consider that it is a chance to contribute to the academic training of the youth, as well as 89% consider it appropriate to contribute to their human training. On the other hand, there is an undoubtable presence among them of the ethical aspect of the profession, as 96% answered that they ensure it is included in their usual practice, just as 87% affirm having discussed the ethical problems that have arisen in their teaching practice with other colleagues. It is of interest to discover that, in spite of the importance of the ethical dimension, 56% affirms it has never received information on the basic ethical criteria for teaching practice, a matter that must be taken very much into account in the teacher training programmes. It is also convenient to know that 90% considers the existence of a Deontological Code for teaching positive, as (80%) affirm that they have not been taught any Code and have not been informed either (95%) the implementation of such a Code in their Autonomous Region is being studied.
Perhaps the panorama we have presented may lead one to believe that Secondary Education teachers are firmly identified with their profession, without any problems. In fact, this is not so. Numerous testimonials - at Debates, etc. - show that they are undergoing what one could call an identity crisis, as they now encounter problems and situations that do not quite fit into their professional project. In addition to other considerations, there is frequent mention of the new demands on their role, as a specifically educational concern, rather than mere instruction, is required of them, aimed not a selection of motivated youths, but at the whole age group. On the other hand, the teachers say they have received insufficient attention from the Public Authorities for years.
INHERENT RESPONSIBILITIES OF THE ESO TEACHING STAFF
In the previous section, we presented a synthetic view of the obligations one may basically assign to Obligatory Secondary Education teachers, obligations based on present day pedagogical reflections as well as on what is required of these teachers according to the laws in force, the sum of both factors being the theoretical base on which the questions in the questionnaire administered were posed. We shall now show, by analyzing the results obtained,to what extent such responsibilities are fulfilled. However, as this matter is also covered in chapter 3, we shall just show some results in a very concise way, relating to three points: teaching action, tutorial action and participative and management action.
As to teaching action, the following data must be considered:
- The percentages of positive answers as to attention paid to the purposes of education in the daily teaching duties are fairly high. There is outstanding (96%) attention said to be paid to the objective of making students responsible for obtaining the best possible academic performance. A high number of teachers (from 77% to 90%) according to the cases) state that they grant importance in their daily activities to social, vital, affective, ethical, ecological, etc. values, while there is a lesser number that states it is granted to aesthetic values (62% on average) and of a religious nature (reaching 51% in the case of teachers at state schools, far below state school teachers in this).
- There are also high percentages of positive answers as to the attention paid to certain principles, such as the following ones: equal rights between the sexes (87%), respect for all cultures (81%), democratic behaviour (88%), integration of students with special needs (79%), etc. On the contrary, there are relatively few positive answers in such matters as the principles involved in cross-curricular matter and the interdisciplinarity (under 50%).
- Team work was noted to still be insufficiently practised in such matters as application of the syllabus projects, planning and scheduling teaching, preparing classes, etc.
- A high percentage of teachers affirm they "always/usually" motivate their students (90%) and "always/usually" encourage a positive atmosphere in class to encourage learning (92%).
- The great majority of the teaching staff (92%) considers evaluation as "an activity to reflect and improve the student’s learning process".
As to tutorial action:
- In general, the percentages show a high interest by the teachers in tutorial action, although this is usually higher at private than state schools.
- The three missions those who carry out tutorial work mainly say they perform are as follows: development of basic attitudes and behaviour that favours integration of the students in a class setting (87%), solving academic or disciplinary conflicts (81%) and improvement of autonomy, responsibility, critical capacity and sense of freedom (79%).
- The tutors say they do not have great difficulties in obtaining information on the family background, or in turn informing their families, although they do say they have them to achieve collaboration by parents in school or extracurricular activities. As to collaboration between the orientation department and the teaching staff, in most aspects a greater percentage among teaching staff from the group of primary and private school teachers is noted to state a high degree of collaboration.
As to participation and management action:
- The tendency to work in groups is greater at schools located in medium sized towns (10,000 to 100,000 inhabitants) than in smaller or larger towns.
- 85% of the teaching staff considers there is a good atmosphere of collaboration on the management teams, and not so much on the School Council (62%).
- According to 78% of the teachers, communication between the teaching staff and the management bodies is open and fluent.
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