Whilst the results of Rio Claro High School may be similar to and comparable to the results of the Poppleton study, it must be admitted that my research is infinitesimally small as compared to research carried out on an international scale. The original study was performed in seven different countries in schools throughout the country selected. I have only scratched the surface of comparing both studies. For the results produced in Trinidad and Tobago to have any credibility and to properly compare results, I recommend that this research be taken to schools throughout the twin islands where it is hoped that the data generated would prove worthy of comparison to the original.
When dealing with the item of teacher satisfaction, it was discovered that students, staff and administration all had a part to play in the satisfaction of the individual teacher. While these factors are explained to some extent in Chapter 4, it is recommended that further research be carried out in these areas, identifying both negative and positive aspects of each and recommendations made as to how these issues may be resolved. It might even prove worthy to conduct such research in other schools to compare how other institutions resolve / do not resolve these issues.
One of the issues discussed was that of teacher role. It was found that teachers perform no singular role but at any given time, are performing different roles of varying natures both in the classroom and out of it. These roles are foisted upon the teacher whether he / she chooses to accept them or not.
Research into the role of the teacher should be carried out, both to define the role of the teacher as per his / her official duty and to discover the effects of these roles on the teacher, whether physical or mental. During the research, it was discovered that stress is a factor in the life and career of the teacher. An assessment should be done regarding how the role of the teacher contributes to overall stress in the individual teacher. This research should also be conducted nationwide in order to have conclusive evidence toward working out solutions to solving / alleviating teacher stress.
When discussing teacher – student interaction, it was stated that the focus of the teacher was more pastoral (child centered) than subject centered. It struck me that even though I was speaking to some of the more experienced teachers; most were never trained in pedagogy. I was left to wonder what their concept of pastoral / child centered and subject centered really was and if in actuality it was as they claimed, that their efforts were indeed child centered. Research into the actual nature of teacher – student interaction at Rio Claro High School is an area for future study. I would suggest that such research be carried out using the participatory approach and using the method of personal observation.
A point of interest came up during the interview sessions and it dealt with teacher enthusiasm / satisfaction. It was stated by a teacher quite plainly that as far as she was concerned, there was no enthusiasm and very little satisfaction in her career because she had been teaching too long and was drained. My personal observation as well as discussions held with other teachers makes me concur with the teacher’s statement since most of the older teachers were in agreement. An interesting idea for future research might be to plot the careers of teachers at Rio Claro High School whilst identifying “Critical incidents” or points where enthusiasm begins to wane and their causes. It may be that similar incidents may be found linking the teachers. Once these critical incidents can be found, solutions to the problem can be made and implemented.
In my opinion, the administration of the school plays an important role in the running of the school affairs, delivery of the curriculum and teacher / student motivation. An in depth investigation into the effectiveness or the problems experienced by the administration may help toward suggesting recommendations for the improved running of the school or toward motivating both teacher and student alike.
A factor identified as playing a part in teacher satisfaction is that of student discipline and its decline. A good area for future research would be to identify the factors causing this decline and to make appropriate recommendations thereof.
It may also be useful to conduct research among the students to discover what they expect of the school and its teachers so that the curriculum may be planned accordingly.
Although not arising from directly from the project, in light of the recent changes made by Government to the school and the implementation of its new policies, an assessment should be done to determine the effectiveness of the changes made and the impact on both teacher and student alike.
In conclusion, I would like to leave one final thought; at the beginning of this project, I experienced severe doubts about its validity as research capable of generating data. It seemed to me that the data collected, if any, would be minimal. I understand now, on completion of this chapter, how I have created a whole new set of information to be passed on to others and, furthermore, that one area of research can lead into the next as I have identified several areas for further research. Truly, the role of the researcher is a dynamic one for the quest for knowledge leads to the creation of new questions that need answering in a never-ending cycle. Therefore, I can see how important research can be to the lives of all an, in particular, educational research to the educator.
APPENDICES
APPENDIX 1
Successive themes of the teacher’s career cycle: a schematic model (Huberman)
Years of Themes / Phases
Teaching
—————————————————————————————————
1 – 3 Career entry: “Survival”
and Discovery
4 – 6 Stabilisation
7 – 18 Experimentation / Reassessment/
“Activism” “Self – doubts’
19 – 30 Serenity / Relational Conservatism
distance
31 – 40 Disengagement
“serene” or “bitter”
APPENDIX II
INTERVIEW QUESTIONS
1. How long have you been a teacher?
2. Ideally, what do you think should be the function of the teacher?
3. What are your duties at school?
4. What other duties do you perform at school?
5. What, in your view are the qualities of an effective teacher?
6. Would you say that your involvement with the students is more pastoral (child centered) or subject centered?
7. Do you enjoy being a teacher? Why?
8. Which aspect of teaching do you enjoy the most? Why?
9. What do you enjoy the least?
10. What factors make you least enthusiastic for every class that you teach?
11. Do you feel challenged or overwhelmed when you enter a classroom?
12. Would you be satisfied if you were teaching in a school with a population of 1500 instead of 550?
13. What really concerns you about teaching?
14. What types of strategies do you use in the classroom?
15. Do your students respond to your methods?
16. Is your class interactive or passive as you teach?
17. Would you say that your focus is discipline when you are in the classroom?
18. Do you think that your administration plays an important part in how you feel as a teacher?
19. Are those feelings positive or negative?
20. What factors would motivate you to continue to teach?
21. What encourages you to teach?
22. If given the choice, would you leave teaching for another job?
23. Were you trained as a teacher?
24. Do you feel that teacher training can help improve your teaching skills?
25. Would you willingly consent to being trained in pedagogy?
26. Would you say that teachers are held in esteem in our society?
27. How do you view teachers’ standing in society?
28. Is teaching a career that commands respect from other professions?
29. Are you held in esteem in the community as a teacher/
30. Would you recommend teaching as a choice of career to young individuals seeking employment?
31. If not, why?
32. Where would you rank teaching among the listing of careers available?
APPENDIX III
QUESTIONNAIRE – MY CAREER
Please circle your answers to the questions
1. How long have you been a member of staff at Rio Claro High School?
A. 5years B. 10years C. 15 years D. 20years
E. Other.
2. Is this your first appointment?
a. YES b. NO
3. Was a teaching career?
a. YOUR FIRST CHOICE b. A LAST RESORT
c. DON’T REALLY KNOW
4. Did you want to become a teacher?
a. TO FULFIL YOUR WISHES
b. THERE WAS NOTHING ELSE AVAILABLE
c. YOU WERE PUSHED INTO IT
d. OTHER
5. Were you trained as a teacher?
a. YES b. NO
6 Do you enjoy teaching?
a. YES b. NO
7 Do you believe
a. THERE IS A FUTURE IN TEACHING b. TEACHING IS A DEADEND CAREER
8. If offered, would you accept an administrative job?
a. YES b. NO
9. Do you believe that you are adequately remunerated for your services?
a. YES b. NO
10. What do you think, is a major factor that affects your job satisfaction?
a. STUDENTS
b. STAFF
c. ADMINISTRATION
d. ALL OF THE ABOVE
11. Do you teach your lessons with the same enthusiasm as when you began your career?
a. YES b. NO
12. Do you feel motivated to work as a teacher?
a. YES b. NO
13 How do you see yourself at school?
a. AS SOMEONE CAPABLE OF CLASSROOM WORK ONLY
b. AS SOMEONE FULFILLING A MULTI-FACETED ROLE AT SCHOOL
c. AS GOING ABOVE AND BEYOND YOUR EXPECTED ROLE.
d. DON’T KNOW
14. Do you fee capable of handling your role/s?
a. ALWAYS
b. SOMETIMES
c. NEVER
d. DON’T KNOW
15. In general, how much do you enjoy teaching AS AN OCCUPATION?
a. A GREAT DEAL
b. TO SOME EXTENT
c. NOT MUCH
d. VERY LITTLE
16. In general, how well would you say that teaching measures up to the SORT OF WORK YOU WANTED when you entered the profession?
a. A GREAT DEAL
b. TO SOME EXTENT
c. NOT MUCH
d. VERY LITTLE
17. Knowing what you know now, if you had to decide all over again whether to ENTER TEACHING, how likely is it that you would do so?
a. VERY LIKELY
b. QUITE LIKELY
c. NOT VERY LIKELY
d. NOT AT ALL LIKELY
18. Considering all things, and thinking about the TEACHING POST YOU PRESENTLY HOLD, how satisfied would you say you are with your present job?
a. A GREAT DEAL
b. TO SOME EXTENT
c. NOT MUCH
d. VERY LITTLE
19. To what extent is SUCCESS AT WORK important to you?
a. A GREAT DEAL
b. TO SOME EXTENT
c. NOT MUCH
d. VERY LITTLE
20. To what extent does matters connected with your work occupy your thoughts OUTSIDE WORKING HOURS?
a. A GREAT DEAL
b. TO SOME EXTENT
c. NOT MUCH
d. VERY LITTLE
21. To what extent do you want to know what is happening in school OUTSIDE your own classroom (e.g. policies or curriculum discipline, etc.)
a. A GREAT DEAL
b. TO SOME EXTENT
c. NOT MUCH
d. VERY LITTLE
22. All in all, how much STRESS do you experience in your present job?
a. A GREAT DEAL
b. TO SOME EXTENT
c. NOT MUCH
d. VERY LITTLE
Gopaul, Monica (1996) “The teachers’ role”, Trinidad Guardian 22nd September 1996. Trinidad.
Knutton, Stephen and G. Riseborough (1996) “The Lives and Careers of Teachers”, The Foundation Module- Unit six. Sheffield: Division of Education, University of Sheffield.
Menlo, Allen & Poppleton, Pam (Eds) (1999) The Meanings of Teaching an International Study of Secondary Teachers’ Work Lives. Westport, Conneticut. London: Bergin & Garvey.
Pat Ellis Associates Inc. (1995) Educational Research, A Caribbean Perspective & Guide. UNESCO CARNEID. Trinidad & Tobago: Morton Publishing.
Ryan, Kevin (1999) ‘Teaching in Other Nations’, Microsoft Encarta Encyclopaedia. 1993 – 1998 Microsoft Corporation.