Unit III

THE TEACHER AS A PERSON AND HER ROLES

IN THE SOCIETY

Overview

The teacher is an essential component of the teaching and learning process. The quantity of
learning achieved by you as learners has been established as highly correlated to the quality of
teaching done by the teacher. The teacher is responsible for the provision of knowledge and skills
to the future citizen of the society. However, being a teacher is more than just delivering the
instruction of learning. The teacher should also manifest other personal and professional qualities
and assumes various roles during the performance of their teaching duties.

As cited by Cortez et.al. (2019), teachers are also unique individuals, practicing professionals,
community leaders, parents, experts and models who are looked upon by students, parents, the
community and other sectors of society. Hence, they should be recognized by their own identity.

Unit Objectives

At the end of the unit, I am able to:

1. recognize the role of teachers by establishing their importance in the society;

2. identify the various roles performed by teachers in the society; and
3. reflect on the needs of teachers as they perform their role in the society.

The Teacher as an Individual Person

Humans are born with different characteristics. Their attitudes and behaviors are shaped by
life experiences and the kind of people and environment they were in yesterday and today. The
teacher, who has always been perceived as role models and ideal, is but a common person. As a
person, he or she grows up as an individual with his or her own set of values, beliefs and
perceptions about the smallest or the biggest things and issues around. He/she developed certain
feelings or emotions and just like any other persons, acts with a keen awareness of different
situations either rationally or impulsively.

Teacher’s identities are shaped by personal, environmental and cultural factors, teacher’s
life experiences, the level of education, skills, vocation or occupation which are all contributory to
the teacher’s identity and personality. Teachers are likewise into problems, confusions, conflicts
and stressful conditions. Just like any human being, teachers have limitations and are often
subjected to temptations.

Teachers like the learners are also diverse

The talents, skills, strategies, performance levels, intelligence level, social behavior
and abilities in dealing with tasks vary from person to person or from teacher to teacher.
There are teachers who are great in music and art, others are good at math and some are
creative at making their classrooms aesthetically pleasing and good to look at.

Teachers have needs

Teaching is a difficult but challenging source of livelihood. It entails patience and

strong heart to face the challenges confronting the day to day duties of a teacher. The
teacher usually ignores the overwhelming nature of the job and chooses to serve instead.
The call of duty often becomes a priority over the teacher’s own needs. This situation, that
the teacher encounters tends to disregard the aspect that teachers are human too. Teachers
have children and family who have needs which entails attention and provision. To proceed
and continuously perform teacher’s responsibilities, at least the first two ladders on
Maslow’s Hierarchy of Needs must be met.
 Teaching involves skills, values and expertise. It draws on the whole person of
teachers who must be valued as people if they are to give their best. Teachers must be
recognized and their human needs must be considered too. As a human being a teacher
whose needs are fulfilled, feels worthy and successful and becomes a happy individual.
When a person is contented, feels happy and satisfied, he feels the need to strive more and
achieve his/her goals in life. Being human, a teacher has certain wants and needs.

Teacher’s Needs

1. Security and Justice

2. Emotional Needs
3. Economic Needs
4. Spiritual Needs
5. Social Needs
6. Role Clarity
7. Coping Skills

Teachers’ Needs

The following are the teachers’ needs which have to be met in order to have
productive and globally characterized teachers:

a. Security and Justice

Feeling secured with your environment and with your life is basic among
human needs. Dangers exist in places where some teachers chose to teach. It puts
their lives in jeopardy and likewise, makes the teacher prone to injustice. Similarly,
in the school environment, the chance of a teacher for promotion and professional
growth is put on hold because of many circumstances. Teachers need to be secured
in their environment and should be free from all the stress caused by their work to
be more productive.

b. Emotional Needs

The need to feel safe regarding how you feel about yourself and your
emotional need must also be fulfilled. There is a need to boost the morale of the
teacher, so he/she will feel enthusiastic and energize to carry his/her work. The
outstanding works and accomplishments of the teacher should be recognized and
appreciated.
Appreciation and tap on shoulder are simple ways that can boost positive emotion
while scolding and indifference may instigate negativity of mood and performance.
A worker responds to appreciation expressed through recognition of their work
because it is a confirmation that the work is valued by others. Who doesn’t want to
 be respected and valued for their contribution? The same applies to the works of a
teacher.

c. Economic Needs

Money may not be the most important in one’s life though it makes life
comfortable and easier to survive and sustain man’s everyday needs. Time and
again, teachers fought hard for a salary increase to cope with the rising cost of living.
Most time than not, teachers spend a part of their salary to provide classroom needs
for instructional materials to support the effective delivery of instruction. Several
laws have been passed to meet teachers’ demand for higher pay and other support
needs. Some of these laws succeeded while few did not. But the undeniable truth
says that teachers are one of the most valuable members of the society with huge
responsibility and they deserve to receive better pay.

d. Spiritual Needs

The enormous tasks of a teacher are sometimes heavy to bear. They put
many stresses on teachers’ shoulder which sometimes affect their moods and
attitudes. Teaching instruction will also be likely affected if this situation is not
immediately addressed to. According to Maslow, everyone is working towards self-
actualization. When some of the human needs are not fulfilled, this is where
spirituality and religion fits. Because no matter what religious affiliation a teacher
belongs, one always look up for that great power as guide. Everyday teachers
perform many tasks which at times, may take its toll on their personal and
professional life. It is essential that the teachers examine their spirituality and for
the school to find ways to meet their spiritual needs.

e. Social Needs

Teachers link together students, other teachers, school administrators,

families and community members to foster the learning success and healthy
development of their students. By nurturing positive relationships with different
stakeholders, particularly the students, the teacher brings downright strong impact
on the learning process of the students. The social relationships that teachers have
with the people in school and community environment contribute to the success of
the learning everyone desires for the students.

f. Role Clarity

The clearness of the description and responsibilities of a job eliminates

possible conflict in the workplace. Lack of role clarity can lead to tension and
conflict between and among workers and leaders as well. Every worker needs to
know the exact duties and roles, so the desired goals and objectives can be achieved
in the job. Poorly defined or conflicted roles in a worker can be a stressor which
may result in job inefficiency. The various roles that the teachers perform often lead
to role conflicts, thus, bringing tensions on his/her part. Teachers need to know
and be clarified with their specific jobs so they can perform efficiently and
effectively.
 g. Coping Skills

Teachers, just like any human beings, experience stresses brought about by
the various tasks they need to perform every working day. Stressors can come from
the people they mingle with in and outside of the school. Workloads bring much
stress too. Thus, the teachers need to be trained to possess coping ability skills to
find a healthy work-life balance.

Needs of a Teacher

Directions: Read the following situations about the different needs of the teachers.
Identify what types of teacher’s needs does each illustrate and write your
suggestions on what actions should the school or the government do to address the
needs.

Situation # 1. Most teachers hardly cope with the rising cost of living. They are clamoring
for higher salary but the budget secretary responded that it is not yet a
priority.

Is there any problem?

What is it?

Type of need/s :

Suggested Action:

Situation # 2. Teachers are assigned to serve as members of the Board of Election

Inspectors during election. Although this is part of the teacher’s study, there
are some who refuse to serve for fear of political violence which put their life in
danger.

Type of need/s :

What do you think the government should work out to protect the teachers?

Situation # 3. To qualify for promotion, teachers need to acquire masters and doctoral
degrees in higher education. They also attend seminars and join several
teachers’ organization as the certificates of memberships will give them
additional points to meet the requirements for promotion. However, there are
instances when promotions are hindered because a favor was given to other
candidate. Can the teacher file a complaint or is it better to keep mum (quiet) about
 this?

Type of Need/s:_
Suggested Action:

Additional Readings

https://www.ednc.org/perspective-during-covid-19-teachers-can-support-students-
using-maslows-hierarchy-of-needs/

2019 Code of Ethics for Professional Teachers Explained https://depedtambayan.net/the-

code-of-ethics-for-professional-teachers/
https://www.researchgate.net/publication/274556592TeachersasRoleModelsTeaching
CharacterandMoralVirtues February 2008