Question 1
A pragmatic strategy to instill values of accountability and professionalism for educators at South African
schools to combat absenteeism and poor educator conduct.
Introduction
The 2022 Department of Basic Education matric results were issued in late January 2023 with very little
improvement from the previous year’s overall pass rate. Independent experts have cited
unprofessionalism in South African schools as one of the biggest contributing factors to very slow
growth in the overall pass rate.
Unprofessional behavior by teachers and principals can have a significant impact on the education
system, especially in a country like South Africa, where many students face significant educational
challenges.
Drastic measures to professionalize primary and secondary education need to be taken to transform the
sector and that change begins with the teachers and principals.
This essay will seek to give a practical and pragmatic strategy to combat challenges listed above faced by
schools. This will be done by doing the following;
1) Discuss the different types of unprofessional behavior experienced in schools.
2) Lay out a strategy to help teachers be accountable and act professionally.
3) Give a conclusion to sum up the whole strategy.
1. Different types of unprofessional behavior experienced in schools
Here are some of the most common types of unprofessional behavior experienced in schools in South
Africa:
Absenteeism: This is a significant problem in South African schools, where teachers often take excessive
sick leave or do not show up for work without a valid reason. This can have a severe impact on students'
learning, as they miss out on valuable instructional time.
Example: A teacher frequently takes days off without providing a valid reason or obtaining permission
from the principal, leaving students unsupervised in class.
Lack of preparation: Teachers who are unprepared for their classes can have a detrimental effect on
student learning. They may not have lesson plans, appropriate teaching materials, or may be
unorganized and disengaged during class.
Example: A teacher comes to class without any prepared lesson plans or materials, and spends the
entire class period trying to improvise a lesson, leaving students feeling frustrated and confused.
, Not honoring teaching periods: Some teachers may not show up for class or may leave early without a
valid reason, which can leave students without instruction or supervision.
Example: A teacher leaves class early to attend a meeting or personal appointment without making
arrangements for a substitute teacher to supervise the class.
Inappropriate behavior: This includes behaviors such as using inappropriate language, bullying students,
or engaging in sexual misconduct. This type of behavior can have a severe impact on students' mental
and emotional well-being.
Example: A teacher engages in inappropriate sexual behavior with a student, causing emotional trauma
and disrupting the student's educational experience.
Lack of professionalism: This includes behaviors such as not dressing appropriately for work, not
showing respect for colleagues, or failing to maintain a positive and supportive classroom environment.
Example: A teacher comes to work dressed inappropriately, using profanity in front of students, and
engaging in unprofessional behavior with colleagues.
2. Strategy to help teachers be accountable and act professionally
a) Establish clear expectations and standards: The first step in promoting teacher accountability
and professionalism is to establish clear expectations and standards for teachers' roles and
responsibilities. These expectations should be communicated to teachers through a code of
conduct or a teacher performance evaluation system.
According to Nkidi Phatudi's article "Teacher accountability: The key to educational reform,"
setting clear expectations is crucial to ensuring that teachers are held accountable for their
actions. Teachers need to understand what is expected of them, including attendance,
preparation, and behavior. For example, schools could set standards for teacher attendance,
such as requiring teachers to be present for a minimum of 90% of their scheduled teaching time.
b) Provide ongoing professional development: Professional development is an essential aspect of
promoting teacher accountability and professionalism. Ongoing training and support can help
teachers stay up-to-date with the latest teaching practices and improve their skills.
In their article "Teacher professionalism and accountability: A case for mentoring as a tool for
professional development," Adele Botha and Marie-Louise Gous suggest that mentoring can be
a valuable tool for professional development. Mentoring provides teachers with guidance and
support from more experienced colleagues, allowing them to reflect on their teaching practices
and improve their skills. For example, schools could implement a mentoring program that pairs
new teachers with more experienced colleagues to support their professional growth.
A pragmatic strategy to instill values of accountability and professionalism for educators at South African
schools to combat absenteeism and poor educator conduct.
Introduction
The 2022 Department of Basic Education matric results were issued in late January 2023 with very little
improvement from the previous year’s overall pass rate. Independent experts have cited
unprofessionalism in South African schools as one of the biggest contributing factors to very slow
growth in the overall pass rate.
Unprofessional behavior by teachers and principals can have a significant impact on the education
system, especially in a country like South Africa, where many students face significant educational
challenges.
Drastic measures to professionalize primary and secondary education need to be taken to transform the
sector and that change begins with the teachers and principals.
This essay will seek to give a practical and pragmatic strategy to combat challenges listed above faced by
schools. This will be done by doing the following;
1) Discuss the different types of unprofessional behavior experienced in schools.
2) Lay out a strategy to help teachers be accountable and act professionally.
3) Give a conclusion to sum up the whole strategy.
1. Different types of unprofessional behavior experienced in schools
Here are some of the most common types of unprofessional behavior experienced in schools in South
Africa:
Absenteeism: This is a significant problem in South African schools, where teachers often take excessive
sick leave or do not show up for work without a valid reason. This can have a severe impact on students'
learning, as they miss out on valuable instructional time.
Example: A teacher frequently takes days off without providing a valid reason or obtaining permission
from the principal, leaving students unsupervised in class.
Lack of preparation: Teachers who are unprepared for their classes can have a detrimental effect on
student learning. They may not have lesson plans, appropriate teaching materials, or may be
unorganized and disengaged during class.
Example: A teacher comes to class without any prepared lesson plans or materials, and spends the
entire class period trying to improvise a lesson, leaving students feeling frustrated and confused.
, Not honoring teaching periods: Some teachers may not show up for class or may leave early without a
valid reason, which can leave students without instruction or supervision.
Example: A teacher leaves class early to attend a meeting or personal appointment without making
arrangements for a substitute teacher to supervise the class.
Inappropriate behavior: This includes behaviors such as using inappropriate language, bullying students,
or engaging in sexual misconduct. This type of behavior can have a severe impact on students' mental
and emotional well-being.
Example: A teacher engages in inappropriate sexual behavior with a student, causing emotional trauma
and disrupting the student's educational experience.
Lack of professionalism: This includes behaviors such as not dressing appropriately for work, not
showing respect for colleagues, or failing to maintain a positive and supportive classroom environment.
Example: A teacher comes to work dressed inappropriately, using profanity in front of students, and
engaging in unprofessional behavior with colleagues.
2. Strategy to help teachers be accountable and act professionally
a) Establish clear expectations and standards: The first step in promoting teacher accountability
and professionalism is to establish clear expectations and standards for teachers' roles and
responsibilities. These expectations should be communicated to teachers through a code of
conduct or a teacher performance evaluation system.
According to Nkidi Phatudi's article "Teacher accountability: The key to educational reform,"
setting clear expectations is crucial to ensuring that teachers are held accountable for their
actions. Teachers need to understand what is expected of them, including attendance,
preparation, and behavior. For example, schools could set standards for teacher attendance,
such as requiring teachers to be present for a minimum of 90% of their scheduled teaching time.
b) Provide ongoing professional development: Professional development is an essential aspect of
promoting teacher accountability and professionalism. Ongoing training and support can help
teachers stay up-to-date with the latest teaching practices and improve their skills.
In their article "Teacher professionalism and accountability: A case for mentoring as a tool for
professional development," Adele Botha and Marie-Louise Gous suggest that mentoring can be
a valuable tool for professional development. Mentoring provides teachers with guidance and
support from more experienced colleagues, allowing them to reflect on their teaching practices
and improve their skills. For example, schools could implement a mentoring program that pairs
new teachers with more experienced colleagues to support their professional growth.
