International Journal on Integrated Education e-ISSN : 2620 - 3502

p-ISSN : 2615 - 3785

https://journals.researchparks.org/index.php/IJIE

Teachers as Change Agents in a Dynamic Society: Challenges and the

Prospects

Benebo-Solomon Wilhelmina (Ph.D)

Department of Early Childhood /Primary Education, Faculty of Education, Ignatius Ajuru
University of Education, Port Harcourt, Rivers State, Nigeria
abigailsolomon07@gmail.com

Abstract: This paper focuses on teachers as change agents in a dynamic society. It critically
examined the concept of a dynamic society, teachers as change agents. The paper argues that
teachers are change agents within the classroom, school and the society at large and as such
should become role models for the younger generation. This in line with the objectives of
primary education as stipulated in the National Policy on Education (2014) one of which is to
mold the character and develop sound attitude and morals in the child. However, this
responsibility of the teacher is not without difficulties. The paper further highlighted the
challenges facing teachers as they seek to become change agent as well as the prospect of
teachers as change agents. In conclusion, it was stressed that teachers should strive to be the
agents of change within their domain by being role models to the children under their care.
Keywords: Teachers, Agents of Change, Role Models, Dynamic Society, Challenges, Prospects.
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Introduction
The concept of a society depicts a group of individuals involved in persistent social interaction or
a large social group sharing the same spatial or social territory, typically subject to the same
political authority and dominant cultural expectations. Strayer, (2015) posits that societies are
characterized by patterns of social relationships between individuals who share a
distinctive culture and institutions. A given society may be described as the sum total of such
relationships among its constituent members. Societies construct patterns of behavior by
deeming certain actions or concepts acceptable or unacceptable. These patterns of behavior
within a given society according to Strayer, (2015) are known as societal norms. Societies and
their norms undergo gradual and perpetual changes.
So far as it is collaborative, a society can enable its members to benefit in ways that would
otherwise be difficult on an individual basis; both individual and common social benefits can
thus be distinguished, or in many cases, found to overlap. Lenski, (2009) also stressed that a
society can also consist of like-minded people governed by their own norms and values within a
dominant larger society. This is sometimes referred to as a subculture, a term used extensively
within criminology and also applied to distinctive subsections of a larger society. More broadly,
a society may be illustrated as an economic, social, industrial, or cultural infrastructure made up
of, yet distinct from, a varied collection of individuals. In this regard, Berger and Lukmann in
StudySmater, (2020) argued that society can mean the objective relationships people have with
the material world and with other people and their familiar social environment.
The society by nature is dynamic as it keeps changing with unending innovations across all facet
of life. The dynamic state of the society has ensured that there is study of the behavior of groups
that result from the interactions of individual group members as well to the study of the
relationship between individual interactions and group level behaviors. Watts and Strogatz,

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(1998) posits that the field of social or societal dynamics brings together ideas from economics,
sociology, social psychology and other disciplines, The fundamental assumption of the field is
that individuals are influenced by one another's behavior. The dynamic nature of the society is
concerned with changes over time and emphasizes the role of feedbacks. However, in social
dynamics individual choices and interactions are typically viewed as the source of cumulative
level behavior, and further posits that the structure of feedbacks and accumulations are
responsible for societal dynamics which typically takes a behavioral approach, assuming that
individuals are boundedly rational and act on local information.
Snooks (1996), affirmed that the purpose of dynamic society is to reconstruct the evolutionary
pattern of human society over the decades and to explain the forces driving it. This has been
done not just to satisfy inquisitiveness about the past, but in order to explore the options for
future. As our current and future problems have emerged from the dynamics of human society,
their resolution can only come from a clear understanding of this process. He further stressed
that the society of mankind is not just a straw in the wind. It is a product of its own making and
its essential dynamic comes from within, driven by the genetically determined nature of man. In
particular, the Dynamic Society is a product of conscious and rational human economic
strategies. These strategies are determined by man's innate drive to maximize the probability of
survival and of material advantage.
As much dynamic as the society might appear, its shape and form could be determined by the
overall education of the society. Ensuring that a greater percentage of the society acquires the
minimum standard of education is paramount in achieving a positive change in a dynamic
society. Education develops the mind, skills and values through conscious interaction of various
elements such as the content, mode of instruction, the nature of the learner and environment of
the learner. Education is known to be as an instrument for national development as clearly stated
in the National Policy on Education (NPE, 2014). Education ought to bring about a desired
change in behavior and it behooves on the teacher to bring about this change in the life of the
learners. Education is therefore seen as active agent of change in the economic, political,
religious, social and technological aspects of a society. Any society that truly desires positive
change must be willing to use education as an effective tool to bring about the change.
Change simply refers to diverse ways of doing things. This change can result in crisis which may
latter result in positive after outcomes. Durkheim as quoted by Uriah (2019) stated that not all
change connotes progress in development. Change means differences that occur in a system. For
change to have happened, it must be visible when compared to the past situation. Ekpeyong
(1996) opined that change must involve the modification of new norms, roles, a shift in types of
sanctions and development of criteria for ranking. When changes occur in a unit of the society, it
is bound effect on other key sections of the society. The view of Ekpeyong implies that if the
teacher in the classroom can successfully effect change, then that change can be seen.
Fullan (2011) described the term ‘change agent’ as those individuals, whether inside or outside
an organization, who possess the capacity or opportunity to successfully transform aspects of
how that organization operates. He further stressed that change agents are therefore those who
are best able to catalyze the successful introduction of innovations or perspectives into a
company, organization or establishment. They are important across a range of industry sectors
and institutions and are increasingly seen as vital to the successful operation of schools and
school systems. For instance, improvements in pupil outcomes are positioned as occurring when
teachers mobilize innovations, practices, perspectives and ideas (collectively described as ‘new
ways of working’) amongst colleagues. Brown (2020) argued that as these new ways of working
are adopted, the attitudes and practices of teachers and other practitioners change, ideally
resulting in improvements in pupil outcomes. When such improvement occurs in disadvantaged
areas, it can also lead to reductions in the gap in education outcomes between students from the
most and least affluent families (Earley & Greany, 2017).
Gazendam et al. (2003), opined that Effective change agents are those who are best able to signal
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that a specific change is attractive enough for others to adopt. In this sense, ‘attractiveness’ can
refer to the idea being represented by the change, but it can also represent the extent to which an
idea appears achievable; in other words, whether changers believe they possess the ability to
successfully pursue it. A change agent can therefore position a change as attractive by
contrasting it with something that teachers regard as less attractive. For example, Schildkamp
and Datnow (2020) observe that teachers are far more likely to consider using data to inform
their practice when there is an explicit focus on equity, than when data use is undertaken in the
service of accountability. The achievability of the change therefore involves change agents
signaling certain attributes of the change in question; for instance, how easy a change is to
master, and/or the extent to which it involves changers drawing on familiar sets of skills and
practices.
Teachers as agents of change in a dynamic society should be concerned about events happening
in the school, state and the nation at large and seek ways to stir up in the people the desire to
become change agents as well. For every change we desire as a nation to see in the society there
is the need for change agents. Change agents in this case refer to the teachers and they are
saddled with responsibilities to stimulate and facilitate the process to bring about desired change
in pupils. The success of these efforts largely depends on the relationship that exist between
policy makers and the change agents in this case, the teachers. Obadah (2019) argued that change
has variations, speed, and it is contagious and constant. This implies that human society is
dynamic in nature as a result of its activities. Each day, people tend to invent new things which
members of the society appreciate. As they accept one, they let go the other unconsciously. A
teacher ought to consciously and deliberately inculcate the right values in the child that would
bring about the needed change. In line with the above assertion, this implies that change is
relative in time and in line with specific period of time this is to say that the change that is
prevalent in a particular area may not be in another area. The rate of change also differs from
society (Brown et al., 2021).
As change agents, teachers are thus lifelong learners who use inquiry-oriented ways to make
improvements and adapt their work at both school and classroom level to new insights (Fullan,
1993). Since change agents are individuals who can successfully transform aspects of how
organizations operate, in education, teachers as change agents are increasingly seen as vital to
the successful operation of schools and self-improving school systems (Brown et al., 2021).
Roles of Teachers as Agents of Change in a Dynamic Society
As long as the responsibilities of the teacher span the school, classroom and society, their
functions apply in these domains as well.
At School: In the school, the teacher serves as a disciplinarian, model for respect and tranquility.
The site of a teacher ensures good behavior and moral standard. Pupils see teachers as role model
in school. Wrong behavior and conducts are usually reported to a disciplined teacher whether or
not it occurred in his class. Pupils in various classes know which teacher is most discipline and
such that warrant their confidence.
The teacher also serves as a confident to pupils in the school. Children do relate pressing matters
to teachers for counsel and advice. This is due to the fact that they confide in the teachers. Here,
trust is very essential hence it falls within the psychosocial stage of trust versus mistrust by
Erickson. Teachers develop trust in pupils, in so doing pupils can relate matters of concern with
them and solutions are offered by teachers. Effective changes come from these. It therefore
suffices that the teacher as change agents must apply humanistic style of leadership which pupils
can adopt as they grow older in the society. It should be demonstrated to pupils in school. The
changes we seek can be visible and tangible if change agents do not relent their efforts.
In the Classroom: the teacher aside lesson note preparation and presentation, inculcates
worthwhile skills in children. The skills acceptable both in the school and the society is
emphasized and practiced courtesy of the teacher in the classroom. These skills which include
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but not limited to values, interpersonal skills, and good communication manners are impacted by
teachers in the classroom. Bad manners are punished to deactivate them in pupils while good
ones are rewarded adequate. Pupils learn from the life of their teacher due to the proximity
shared in the classroom. Pupils perceive teacher to be right always. As such it becomes easier to
model after the teacher. Hence the teacher becomes a refiner of character. (Mohan 2016).
Teachers also assist in the emotional stability of the child under his/her care. They ensure the
child is happy and stable while in school from the display of various teaching skills and variety
of class activities initiated by the teacher in the class. The teacher therefore, must strive to make
his/her classroom become involved in the change process by telling pupils the key areas of
concern, such as fighting, examination malpractice, rape, indecent dressing, stealing, homo-
sexuality and carefully explaining the role they are to play in reducing these vices in the society.
The Society: the society is the custodian of values and acceptable skills. The teacher through the
auspices of the school helps in inculcating these values into the child. In the society, the teacher
is an associate of good information and knowledge that will enhance society development and
co-existence. He offers suggestion if not solution to societal challenges and one who mentors and
teaches people and haven interacted with children, may know the area of solution to problems
facing the society. The teachers draw attention of many followers including parents pointing
their wards to the exemplary lifestyles of the teacher which is worthy of emulation, indirectly
telling their children to follow the good path of the teacher.
In same vein, the teacher is a co-decision maker and implementer in the society. The teacher
involves in key decision-making process in the society where his/her opinions are respected as a
stakeholder in the community. Especially when this decision-making has everything to do with
children and the school, teachers’ inputs become inevitable. In this way, the teacher introduces
innovative ways of handling problems in the society thereby making tangible positive changes.
Values and Moral Education: It has been stressed again and again that nothing can be more
helpful in molding the child’s moral behavior than the teacher’s own conduct. A Teacher has to
set a high standard of moral behavior before the child. The school plays a very important role in
the moral values of the child. Through the organization of various curricular and co-curricular
activities, teachers can foster among children’ various moral qualities. In the teaching of
different subjects like languages and social studies among others, teacher may stress moral
qualities like love, sacrifice, self-control, truthfulness, uprightness, among others. Also, Dramas,
games and sports provide many opportunities for an appeal to the moral sense of the students
Challenges facing Teachers as Agents of Change in a Dynamic Society
The roles teachers play as agent of change in a dynamic society is not an all bed of roses as they
do not come without societal challenges attached. There are challenges facing the teacher as
change agents in the society. These include among others:
Value Conflict: there is sometimes no consensus on value from home and that which the school
upholds. The teacher is at the cross road when these conflicts arise. The child becomes the
directly affected as development of behavior will not be checked. The school may be against
certain conducts the child portrays in school whereas the home cherishes such conducts. In this
sense, there conflict in values acquisition. There is therefore need for synergy between the
teacher and the home to ensure agreement in the kind of change inculcated in children.
Influence from Peers: children are social being. They readily imitate actions of people around
them especially those of same age group. This is what form part of their lifestyles at home and in
school. The traits gotten as a result of peer socialization could cause impediment to the teacher in
course of ensuring quality change in pupils. Bad manners and behaviors learnt from peers can
deter the quality traits and values which the teacher deliberately wishes to inculcate in the pupils.
This forms challenges to the teacher as a change agent.
Non-Adherence to Professional Ethics by Some Teachers: It should also be mentioned that
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the Teachers Registration Council (TRC) as a professional body is new and has not properly
regulate the inward and outward movements of teachers. To this and, primary school teachers
just like their counterparts at others levels are not always guide by the right professional ethics.
The above further resulted into moral loophole for the primary school teacher and indeed the
teaching. By this act, the teacher cannot reproduce any value acceptable in pupils since he/she is
found wanting in professional misconduct.
Demotivating Remuneration of the Nigerian teacher: Also, the primary school teacher like
other civil servant in Nigeria, is poorly paid and treated to be able to make little improvement in
his income has to run after some money earnings ventures. This means, that he will no longer be
fully dedicated and committed to his duties such unethical behavior like lateness, absenteeism,
truancy among others, which he would have taught otherwise by examples, will appear real in
the school.
Poor Condition of Service in Nigeria: The poor condition of service equally exposes the
primary school teacher and indeed teachers at other levels to the point of demanding and
receiving money from pupils and parents. This situation equally makes them to engage in
examination malpractice and others anti-social behavior in schools.
Government Interference: The teachers as agent of change are faced with constant changes in
the education system led by ministers and commissioners who are motivated by political dogma
and personal preferences, actions which are very destabilizing and demotivating. There is too
much and frequent change in educational policies and school curriculum without evidence of the
benefit the changes will bring.
Technological Challenges: The teachers as agent of change are also faced with technological
challenges in a fast-changing world of technology. They are in most cases faced with limited
budgets in procuring and providing technological gadgets needed for technological advancement.
There is also the lack of professional training and re-training for the teachers to develop their
technological skills. Poor network infrastructures and deliberate resistance to changes are other
challenges associated with technology that teachers face as change agents.
Prospects of Teacher as Agent of Change in Dynamic Society
As agent of change in a dynamic society, the teachers look forward to the following prospects:
 A motivated workforce arising from improved condition of service and commensurate
remuneration/wages.
 Minimal Government Interference that will see stability in government policies as well as
people orientated programs
 Provision of adequate technological infrastructures backed with sufficient training and re-
training programs to equip the teachers with the necessary skills as change agents
 Strict adherence to professional ethics and best practices by teachers as agents change in a
dynamic society.
 Ensuring that members of the dynamic society are Positive influenced their peers who
possess good attributes for societal benefits.
Conclusion
The issue of socialization is a serious one as every individual in the society need to be socialized
to adapt into the lifestyles acceptable in change towards the improvement of its citizens. The
paper has examined the teachers as a crucial agent of change being the custodian of learning
content and value which the society seems to be adequate and that it should be transferred to its
young ones. The roles of the teacher as agents of change in the school, classroom and in the
society were also considered. The fact remains that despites the salient roles of teachers towards
the social development of the Nigerian child, many factors tend to impede on these roles. They
were identified and suggested ways of curbing them were also itemized in this paper.
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Way Forward
The following ways are hereby identified to curb the challenges of teachers as agents of change
in dynamic society:
 Parents should ensure that what schools considered acceptable in the school should not vary
from the one practiced and emphasized at home to avoid value conflict.
 Government should pay teachers as at when due and also promote those qualified for
promotion with its attending benefits
 Teachers’ registration council should sanction erring teachers to ensure only morally sound
teachers in the system.
 Teachers should put in measure such as punishment to check bad mannered children from
corrupting others at school.
 Government should minimize the rate of interference using frequent change in policies and
programs.
 Technological infrastructures should be made adequate alongside training programs for
teachers
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