Let’s face it: teaching is not a prestigious profession in many parts of the world – even university teaching. Having researched this subject lately on the web, I have come up with a number of findings. First of all, the perception of low prestige is not a new one. An article entitled “How Can Teachers' Prestige Be Raised?” dated Summer 1964 proves this. The article discusses relevant U.S. surveys, beginning with two that had been conducted nationwide in 1960 and 1961. While the first survey was addressed only to elementary and secondary school teachers, and the second only to school superintendents, they clearly reflected perceptions regarding teaching back then. School teachers were perceived as being lower class to middle class and only “slightly above the average in prestige in a list of 90 representative occupations” (Chu, 1964, p. 333). A study of parents’ attitudes in New York at that time showed that less than a quarter of parents admired teachers while a UNESCO survey showed cultural differences between the U.S. and the former Soviet Union, where teachers were highly esteemed, provided with a considerable range of services, and often elected for government positions (Chu, 1964, p. 333). In the same article, Chu argued that since the teaching profession is far more influential than many other professions, it should be held in greater regard in the U.S. This, he claimed, could remedy “the shortage of teachers, the lack of permanency in the field of teaching, and the lower qualifications of teachers” (p. 334). Interestingly, Chu concluded from the surveys that teachers themselves should play the greatest role in raising their own prestige by, for example, “enriching their knowledge in the teaching field” while others who could influence perceptions include parents, school administrators and teachers’ organizations.
On the other hand, an Indonesian study conducted in 1961 showed that university teachers ranked at the top of a list of occupations in terms of prestige while other teachers ranked significantly lower (Murray, 1962, “The Prestige of Teachers in Indonesia”). School teachers also ranked low in a 2003 UK nation-wide study conducted by researchers from Cambridge and Leicester, though university faculty seem to have been excluded (“ The Status of Teachers and the Teaching Profession”).
Linda Hargreaves has more recently analyzed perceptions of teacher prestige across nations (“The Status and Prestige of Teachers and Teaching”, 2009). She concludes that there are clear differences in teacher prestige globally. With regard to Taiwan, for example, she refers to Fwu and Wang’s analysis of “the high status of teachers in Taiwan in traditional Chinese culture, which placed teachers in the realm of heaven, earth, the Emperor and parents, and deemed them especially privileged to explore and explain the essence and operation of the ‘True Way’” (p.222).
While regard for teachers is high in countries such as Finland, Japan, and Taiwan, it tends to be low in countries where pay is lower. Still, Hargreaves warns that though pay may determine status, it does not necessarily determine prestige. She also warns against subjective self-perceptions of low prestige among teachers, referring to Turner’s 1988 analysis of the “distinctive American construct of ‘subjective status’”: “The subjective dimension is especially relevant in the case of teachers, whose subjective status typically underestimates, and, arguably, limits their objective status” (Hargreaves, 2009, p.218). The author adds that in 2005 one of the OECD’s highest priorities was “the improvement of the image and status of teaching” (p. 219); she also points out that political instability may undermine teacher status (p. 221). One may add that economic instability can have similar effects (McCartney, 2011, “Budget Cuts, Falling Prestige Beset Teachers”).
The good news is that many governments across the world are aware of the importance of encouraging the teaching profession. The 2012 promise of the Ukrainian Prime Minister is one example: “Azarov Vows to Restore Prestige of the Teaching Profession”. In the U.S. The Woodrow Wilson Foundation has similarly, in 2012, brought attention to the need to improve attitudes towards public school teaching: “PDK/Gallup Poll on Education Affirms Need for Rigor, Prestige in Teaching”.
It is my belief that one way for teachers to encourage appreciation of their work is by blogging about it. As I mentioned in my former blog post, only a few teachers in Lebanon are currently blogging about teaching or work-related matters; here are links to recently established blogs by a couple of colleagues – writing teachers at the American University of Beirut:
• Amany Al Sayyed’s Blog
• Jessy Bissal’s Blog.
Let’s hope these blogs inspire other teachers to similarly reflect and connect.
