It is a general problem in Europe that the teachers’ status in society is declining, and Malta is no exception. No wonder the number of students studying at the Faculty of Education in our University is on the decline.
At present there are only 130 students on all four years studying to become primary school teachers. Only nine out of 130 students are male. This is an average of just 42 students who will be graduating each year when the number of teachers needed to fill in vacant posts in the primary sector far exceeds this number.
The situation in the secondary sector is not as bad, where 293 females and 110 males on all four years are being prepared to join the teaching profession. This results in an average of 100 teachers studying various subjects who will apply to teach in secondary schools in Malta whether in State, Church or private schools every year.
Again this number is a cause for concern. At the moment only 76 females and 29 males are undergoing their post graduate course in education. On thing is sure. We do not have enough student-teachers to teach science subjects, computer studies and information technology. Yes, in two year’s time Malta will face a teacher crisis. Some may ask. Why is this happening? Do teachers have job satisfaction?
In general, teachers in Malta are presently experiencing a weakening of confidence from their employers in the professional work they carry out. In recent years there has been an increased regulation of the education sector as well as an increased focus on quality assurance of the entire education sector.
Many teachers see this as an inspection of their work and lack of confidence in them as professionals. In recent years, the role of international surveys, such as PISA, has been increasing in the debate about the school and the teachers. The media often focus on the problems in schools and the negative stories rather then the positive ones, which can be a contributory factor in the failing interest in the teaching profession.
During school audits, for example, MUT had reports that evaluation was focused too much on easily measurable school achievement, without taking into consideration the complexity of the reality in schools. There is also a risk that teachers will be sidestepped in the evaluation process and made only objects of the process.
Many newly trained teachers get a shock when they begin working in a school and face the full reality of teaching. In spite of the practice periods during their study, it feels like an overwhelming task to be alone with the responsibility of a class. No wonder that a number of teachers leave the teaching job after a short period. Part of this “practice shock” can be prevented by offering assistance to new teachers, when they are employed. The Reform Agreement signed last July 2007 between the Malta Union of Teachers and the government, provides for induction and mentoring and that there shall be in the schools and colleges the role of special responsibility of teacher-mentor. However, to date, this has not been implemented.
It is a fact that bad working conditions are often the reason why teachers are not happy in their profession. It is mostly due to an excessive amount of work, lack of resources, time and support and the handling of difficult students and parents. Some teachers also feel that career development is very important. The wish to teach and work with children is indicated as the main reasons for being a teacher and therefore, it is vital that teachers have more possibilities for education and career development within their subject areas.
The School Management Team is extremely important for teacher retention and teacher satisfaction. The management can contribute to creating a positive and stimulating environment by supporting the teachers and helping them to navigate in a school that is often very complex with exaggerated demands and expectations. Most teachers are enthusiastic about their profession, but if the teacher is to stand up to the job, there must be space for reflection and personal development.
If a teacher is constantly being met with demands of change and new tasks, there is a risk that these changes will be seen as threats. Teachers need support and encouragement. Teachers are not there to be threatened or even harassed especially if this comes from a person in authority. Reports, for example, have reached the MUT that a particular college principal is frequently visiting the schools under his domain, allegedly threatening members of staff that he will be taking immediate disciplinary actions on anything he finds fault with.
This was not the only incident where this college principal by far exceeded the parameters of his role. Unfortunately this kind of attitude and behaviour is bringing the provisions of the reform agreement seriously into disrepute thereby discrediting both the Education Authorities and the MUT. The Malta Union of Teachers has a legitimate interest in preserving a healthy climate in all colleges, as well as to ascertain that the reform agreement is not undermined.
This is causing stress and burn-out which is the major occupational illness among teachers. What teachers want by right is total participation and influence on their working environment, their representation on the governing body of the school and their role in the collective decision making. This will have a positive impact on their working environment and job satisfaction.
Finally, more and more teachers are exposed to unacceptable pupil behaviour, bullying and violence in relation to their work The authorities need to ensure that teachers are protected against violence – physical as well as psychological. On 13 March, while the Naxxar secondary school teachers were driving their cars out of the school premises, they were met by unprecedented incidents. A mob of students attending this same school showed their hostility by hurling objects at their cars, used very obscene language and even attempted to enter some of the teachers’ cars. Cars were dented and scratched and various reports were made to the police. Some students even threw themselves on the ground thus preventing the flow of traffic.
Teachers need support, encouragement and a decent salary. There is no doubt that the quality of teaching suffers when teachers are given difficult circumstances to work under, and it is important to take this aspect into consideration and not separate the debate on educational reform – such as the one agreed upon last year between MUT and the government from the debate on improving teachers’ working conditions.
Most parents in Malta are supportive and appreciative of teachers’ work, but much more has to be done in this regard. Teachers should not feel they are undervalued by their superiors and society in general. They should be constantly supported to maintain values and standards. Maltese Teachers are among the best in Europe. The teacher knows his/her students well and is the person best equipped to decide which methods to use in order to create an optimal learning situation.
How the teaching is done in the classroom should never be prescribed by persons outside the classroom reality, which, of course, does not imply that the authorities should not suggest new teaching methods.
John Bencini is MUT president