Undoubtedly, a teacher’s primary responsibility is considered to teach the students to pass exams and be promoted to new classes, but it is not the complete responsibility portrait. In fact, the teaching community spends hours with students and ought to be their role models and ensure their safety at enormous levels. As teachers, the respectable chunk of society, the main responsibilities revolve around the continuation of expectations of this profession according to various facets. This expectation profile should be according to professional outlines embedded in the code of ethics, practices concerning professional standards, and relevancy to multiple enacted laws and policies. However, this essay will explore these professional responsibilities concerning the code of ethics and formulated laws, collaboration with community blocks and colleagues, and development of knowledge about this profession. In addition, it will also highlight advocacy for the things that enhance education standards in alliance with student safety insurance.
It is a factual reality that students are bound to spend long hours with their teachers for the entire year with reference to the conventional education systems around the globe. By strong observations and watching keenly, students learn a lot more than what they intend to be taught. In this context, the teachers are always looked at as role models by their students. For becoming good and positive role models to students’ slots, it is mandatory for teachers to uphold professional expectations outlined in the code of ethics, standard practices, and relative educational policies. The existential purpose of these laws, policies, standards and codes of ethics is to fulfill the professional expectations in the quorum of education. These policies have the intended purpose of building strong good relations among teachers and students to enhance the educational standard and ensure safety on both ends. Hence, role modeling for students is not developed only in classrooms but outside these four walls; students judge the overall performance of teachers concerning their sayings and actual practices. For specimens, the students at tender or maturing ages keenly observe the teacher while handling any conflict and communicating with related staff members. For example, any teacher may start rigorous rumors about another staff member and forget to realize that students are keenly observing this matter. In fact, various members who habitually undergo such malicious rumor circumstances do certify that they lack the necessary knowledge about the intuitional functions and purpose of this organization (Quam‐Wickham, 2017). Students pay keen attention to every action of their teacher, and they develop their habits in the same way. They do believe that it will be reasonable for them in future times what is passable for their role models in present circumstances.
Similarly, another responsibility of an educator is collaboration and association with the overall community and staff members. The main face of a community revolves around parenthood for teachers concerning educating their students. So, if the teachers and students are not on the same page, as is observed in the context of parental relationships in society, the teachers would not be able to improve the educational standards and the well-being of students. In addition, when teachers communicate with other staff members, they tend to be more impressive to their students. For example, in school, if a student is performing excellently in one class but not excelling in another one, the teachers of both classes have an immense responsibility in this context. In such particular cases, both teachers may chalk out a specific strategy for the efficient performance of the student in both classes. Similarly, another example may be quoted concerning the joining of a new teacher in the school who definitely needs guidance and support for the well-running of his classroom. Several studies reveal that supportive and cooperative colleagues for new teachers may provide an immense helping hand. In this way, the collegial interactions among new teachers and experience slots may go hand in hand to peruse the student matters in an efficient way. Such collaboration among colleagues has a long-lasting impact on the professional capacity of teachers either towards betterment or deteriorating. The non-cooperative attitude among colleagues may devastate the efficiency of teachers in personal disturbance or negative impact creator on the teacher-student relationship thread (Charner-Laird et al., 2016).
Furthermore, another responsibility on the shoulders of the teacher is the advocacy of students to curb their problems. Such an attitude of teachers may ensure the best education of students to fulfill a professional purpose. The effective teaching ship does not bind any teacher to limit himself to teaching material only but pays keen attention to the performance of students on multiple dimensions. The low-performance profile of students indicates concentration issues in alliance with information-retaining problems due to several reasons. For example, feeling unsecured in the classroom and school premises may be one of the principal issues due to which students are not able to perform up to mark. Prioritized availability of needs is the primary concern for any person’s efficient performance. In other words, a person must acquire some needs before others according to Maslow’s hierarchy (Suyono & Mudjanarko, 2017). In this context, safety and security are the basic needs placed at the bottom of the pyramid of needs. The attention of any student in studies is directly related to the feeling of safety and security. So, the respective teacher can play a massive positive role in this concern by advocating for the student in this particular aspect. For example, the unsafety among students may be due to bully and teachers should handle the situation to ensure the safety of all.
Moreover, another responsibility for the teachers’ community is to learn and develop knowledge about their profession. Several ways may be adopted to pursue this aspect of the teaching profession. For example, there are ample examples where teachers started their teaching careers with a bachelor’s degree only but later after they have acquired master’s as well as doctoral degrees. This approach enables teachers to learn about their profession specifically and about the students generally. A teacher’s effectiveness may be enhanced in both formal and non-formal ways. For example, Duignan et al., (2016) concluded that Continuing Professional Development (CPD) is immensely helpful for improving the teaching profession, team building, and supporting individuals. Similarly, another way is continuing learning through the adoption of modern technology. For example, various seminars, symposiums, and webinars owe their execution to technology for vast covering areas. In addition, various institutes have linked their teaching strategies to online systems through computers, and students are vigorously exposed to modern technology. Such tools of technology may include computers, laptops TV devices, tablets, and cellular phones (Haggerty et al., 2019). In this scenario, teachers have the primary responsibility to learn these technologies to enhance their professional learning.
From the above discussion, it can be concluded that teachers have diversified responsibilities in modern times concerning students’ teaching and training. These responsibilities need to be updated and rationalized perspective of teachers, especially concerning the professional code of ethics, standard practices of professional uprightness, and relevant enacted rules, regulations, and policies. In addition, these responsibilities may include the collaboration of teachers with community members, colleagues, and staff members in alliance with advocating for their students for better performance and student security. Another primary responsibility of teacher slots is to learn and develop professional knowledge by adopting modern technology means. The diversity of these responsibilities needs immense planning and execution of strategies on the part of teachers as need of the hour.
References
Charner-Laird, M., Szczesiul, S., Kirkpatrick, C. L., Watson, D., & Gordon, P. (2016). From Collegial Support to Critical Dialogue: Including New Teachers’ Voices in Collaborative Work. Professional Educator, 40(2), n2.
Duignan, G., Hitchcock, J., Casley, S., Fraser, C., Haggerty, C., Hardy, M., … & Walke, J. (2016). Designing professional development for experienced teachers in tertiary vocational education. Wellington, New Zealand: Ako Aotearoa.
Haggerty, C., Duignan, G., Hitchcock, J., Singh, L., Fraser, C., Walke, J., … & Stewart, D. (2019). Continuing professional development for experienced educators: What do we really want?. Whitireia Nursing and Health Journal, (26), 63-72.
Quam‐Wickham, N. (2017). Rumors in the Workplace: Everyday Advice for Higher Education Professionals. The Department Chair, 27(3), 26-27.
Suyono, J., & Mudjanarko, S. (2017). Motivation engineering to employee by employees Abraham Maslow theory. Journal of Education, Teaching and Learning, 2(1), 27-33.
