UNIT PERSONALITY A TEACHER

Structure
5.1 Introduction
5.2 Objectives
5.3 Teaching as a Profession
5.3.1 What i s a Profession?
5.3.2 Characteristics of a Profession
5.3.3 Characteristics of a Teaching Profession
5.4 Professional Traits of a Te~cher
5.5 Teacher as a Person
5.5.1 Teacher in a Classroom
5.5.2 Teacher as a Colleague
5.5.3 Teacher in the Community
5.5.4 Teacher as a Citizen
5.6 . Need for an Integrated Personality
5.7 Let Us Sum Up
5.8 Unit-end Activities
5.9 Points for Discussion
5.10 Answers to Check Your Progress
5.11 Suggested Readings

5.1 INTRODUCTION
Having understood the school system in our country, it is now necessary to think about the
teaching profession. In Block 1 we have studied the importance and place of school in a
society. We have also read about the structural and organisational, hierarchies of a school
system.
Let us t ~ y
to classify schools of our country in brozid categories. One mode of classification is
by levels viz. primary and secondary schools. Other classification is private and public, English
and regional language medium schools, schools with almost all the required facilities and
schools with hardly any infrastructure facilities available and so on. In all categories of
schools, a team of teachers is working to achieve the national goals of education through the
media of different curricular and co-curricular activities. Apart from this, the student clientele
is drawn from different strata of society. Students differ from one another in many respects,
like socio-economic background, educational background of the family, interest to learn and so
on. Such situations demand from a teacher an understanding of the complexities involved in
the teaching profession. What makes teaching a profession? How is teaching different from a
vocation? What different roles has a teacher to play in order to achieve the goals of education?
In this unit, we shall find answers to such questions.

5.2 OBJECTIVES
After going through this unit, you wifi be able to:
define the concept 'profession';
list characteristics of a profession;
differentiate between a profession and a vocation;
list the characteristics of a teaching profession;
Teache-Role m d Development describe different roles that a teacher is expected to play while carrying out teaching
effectively; and
describe the need for the integrated personality of the teacher.
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5.3 TEACHING AS A PROFESSION

In order to understand teaching as a profession, let us first understand what is meant by a
profession.

5.3.1 What is a Profession?

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A profession can be defined as an occupation which requires some specialised study and
training, and the purpose of which is generally to provide skilled services and guidance in lieu
of a definite fee or remuneration. However, some professionals may provide services without
asking for payment.
A profession is a calling and it implies acquisition of a fund of knowledge, range of skills and
their application in the semce of humanity The service rendered by a professional may be
direct as in the case of teachers and doctors or indirect as it is in the case of teacher educators
i.e. teachers of teachers. Further, this service may be rendered for a limited segment of the
population or for a limited period of time or phase of life. This service is not rendered to the
entire student population which gets graduation or post-graduation, but, it is rendered to those
who have aptitude for the profession. It is rendered for a l~mitedperiod of time in the sense
that an iadividual is expected to go through training before taking up the profession and then,
is expected to update hidher knowledge and sk~llsafter a regular interval of time.
There is another way of looking at the same situation. Any professional person provides
professional service for a limited period of time when hidher clientele are in an institution or
within the institutional framework; for example, a teacher who is a professional person renders
hidher service for a period of time when students (clientele) are in educational institutions and
within the institutional framework; of a school, college or university. A profession can be
practiced independently or within an institution or both. This means if teaching is accepted as
a profession, a teacher can teach either independently to students or within a school along with
a team of teachers.
So far, we have learnt that a profession is based upon specialised study and training, it
provides skilled service and guidance for a definite purpose to a limited section of the population
for a limited period of time and can be practiced independently or within an institution.

5.3.2 Characteristics of a Profession

A profession indicates certain specific characteristics. They are:

i) A profession demands possession of a body of specialised knowledge and extended

practical training.
ii) A profession renders an essential social service.
iii) A profession demands continuous inservice training of its members.
iv) A profession has a clearly defined membership of a particular group, with a view to :
safe-guarding the interests of the profession.
v) A profession involves a code of ethics.
vi) A profession sets up its own professional organisation.
vii) A profession assures its members a professional career.
As stated above, a typical profession exhibits a complex of characteristics.
Let us try to understand them with the following clarifications.
The forming of a professional organisation, developing a code of ethics, offering a life career
to its members, or even granting of action are all shared by trade associations or guides. Then
where is the difference? There are two criteria that are basic to a profession. A profession Personality of a Teacher
"professes" to do two h n g s : one is to serve and the other is to serve with conscious
understanhng and efficiency. While all other vocations also serve, the profession not only
serves but makes service its prime motive. Even when there is a conflict behveen the interests
of the client and that of the society, selfish .interest recedes in favour of the professional
interest. The profession and other vocations differ in the sense that a profession is well

iI
grounded in its sound knowledge and expertise. It has good qualities like altruism and longing
for authentic knowledge on the part of the members which differentiates a profession from a
trade.

5.3.3 Characteristics of a Teaching Profession

In this sub-unit, we shall try to elicit the characteristics of a teaching profession and then try to
understand why teaching is called a profession.
The following are the characteristics of a teaching profession:
i) It essentially involves an intellectual operation.
I
ii) It draws material from science. .

iii) It transforms raw material for a practical and definite end.

iv) It possesses an educationally communicable technique. I
V) It tends towards self-organisation.
vi) It essentially performs a social service.
vii) It involves a lengthy period of study and training.
viii) It has a high degree of autonomy.
ix) It is based upon a systematic body of knowledge.
x) It has a common code of ethics.
xi) It generates inservice growth.
Having identified the characteristics of a teaching profession, let us analyse each of these
characteristics in detail.

i) It essentially involves an intellectual operation

~ e a c h t h it~ ,has been said, is not mere taking. This is so because teaching requires
conscious organisation of learning activities, deliberate creation of a conducive and
supportive learning environment. While providing learning experiences a teacher has to
constantly analyse and evaluate classroom climate and evolve a suitable plan of action
to achieve the pre-specified desirable change in the behaviours of a group of learners
who are constantly varying with respect to their interest and understanding speed. All
such operations, which are to be carried out by a teacher, are intellectual operations.

ii) It draws material from science

Teaching is not only an art but also a science. On the basis of tlus assumption, a teacher
can be trained. The moment it is accepted as a science, it has definite steps which are
followed in training a teacher.

iii) It transforms raw material into a practical and definite end

In teaching profession, the learners constitute the raw material. These learners are
prepared to teach in a continuously evolving society which has varied expectations.
Learners are trained into a practical and definite end by means of providing practical
training in teaching and other pedagogical courses.

iv) It possesses an educationally communicable technique

As teaching is a science, teaching techniques are systematic and have definite steps to
be followed. It is easily communicable.
and Development v) It tends towards self-organisation
It is self-organised in a sense that the personels who are engaged in teaching profession
are sengitive towards growth and development. They evolve a definite mechanism to
sustain and promote the standards of teaching profession.

vi) It essentially performs a social service

Teaching is a social service. It has generally been accepted that education is potent tool
to bring about changes in any nation. The obvious evidence of such a statement are the
developed nations like U S.A., U.S.S.R. These and other nations have been able to
constantly develop bzcause of high rates of literacy. It is through teaching that a society
develops. -
vii) It has a lengthy period of study and training
Teaching cannot be learnt in a year or so. A person willing to take up this profession
has to study for a number of years and acquire a mastery over the contents of the subject
matter. After this helshe has to undergo training in teaching.

vii) It has a high degree of autonomy

In our earlier discussion, we mentioned that definite steps have to be followed in
teacning as it is a science also However. there IS a high degree of autonomy in teaching
profession nght from curriculum development, planning activities of a year, identifying
instructional objectives, deciding upon the method of teaching, deciding upon the use of
media, identifying evaluation criteria, using appropriate evaluation techniques to deciding
upon the admission and promotion rules, and autonomy in planning and execution of
co-curricular activities. Ultimately, all these activities are planned keeping in mind the
goals of education which are to be achieved in a limited penod of time.

ix) It is based upon a systematic body of knowledge

Teaching profession is based upon a systematic body of knowlcdge which has been
derived from social, psychological, historical, political and economical spheres of life. It
is also influenced by the religious and spiritual beliefs of a society.

x) It h?s a common code of ethics

All over the globe, teaching profession has a common code of ethics, the details of
which are described in sub-unit 5.4.

xi) It generates inservice growth

In teaching profession, the teacher is learning at all the stages of teacliing. This leads to
growth of a teacher while inservice.
Apart from these, education is a dynamic discipline. New knowledge is continuously being
generated with regard to teaching methods and other foundation courses of teaching. A teacher
with a professional train~ngbefore becoming a teacher. needs to get oriented to the new
knowledge and also update the already acquired knowledge and skills of teaching. For this in-
service training is essential, which would ultimately lead to performance of the expected tasks
by a teacher in an effective way.

From the preceding discussion, it is clear that the teachng profession has thc distinct
charactejstics for it to be termed a profession. It is a complex profession in the sense that it
has to take into consideration needs and expectations of an ever changing society. It is atfected
by the political ideology of a nation, and is influenced by the economy of a nation. It learns
from the history of not only a nation but other nations too. Students, who are the clientele, vary
with respect to such variables as interests, ability, socio-economic background etc. With all
such and many other cornplcsitics, tcaching is a noble profession with the prime motive of
rendering service to society.
 Check Your Progress
Notes: a) Space is given below for your answers.

b) Compare your answers with those given at the end of the unit.
1. List the distinct characteristics of a profession that distinguish it from a vocation or
a trade.

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2. "Teaching is a complex activity." Discuss.

5.4 PROFESSIONAL TRAITS OF A. TEACHER

Professionally, a teacher should possess the following traits:
i) Mastery over content
ii) Knowledge of teaching skills

iii) Other attributes

I Fig. 5.1
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Tenche-Role and Development Mastery over content: Unless one has mastery over content of a subject one can not become
an effective teacher. Content mastery can be achieved through various ways like reading books,
magazines, periodicals, dictionaries, encyclopedias, newspapers etc., attending seminars,
workshops, symposia, conferences, public meetings; discussing with colleagues, experts,
authorities; meeting leaders and other professionals, observing the happenings in and around
the environment; and so on.
Knowledge of teaching skills: The knowledge and use of a set of skills facilitates teaching-
learning process. These skills are known as instructional skills. Instructional skill is defined as
the cluster of behaviour mamfested by a teacher which can be acquired through practice. The
list of instructional skills that help a teacher to carry out instructional process effectively is
given below:
i) Introduction
ii) Questioning
iii) Prubing
iv) Reinforcement
V) Explanation
vi) Illustrating with examples
vii) Recognising attending behaviour of students
viii) Using audio-visual aids
ix) Using blackboard
x) Silence and non-verbal cues
xi) Stimulus variation
xii) Achieving closure
Other attributes: Alongwith content mastery and knowledge of instructional skills, the other
effective attributes of a teacher are sense of responsibility, showing concern for students,
acknowledging and appreciating the effort of students, accepting each student as a distinct
individual, loving and caring etc. These help a teacher to understand students as they are.
1
Over and above the aforementioned three essential personality traits i.e. content mastery
knowledge of instructional skills and other attributes, a teacher needs to be guided by professional !i
ethics since helshe is a member of a professional group.
1
Professional Ethics of Teachers 1
1
For developing professional ethics, teachers and teacher-educators must be able to distinguish
between philosophy of education and philosophy of teacher education and also the difference
between social and historical frameworks of the teaching profession. A teacher has to be an
example for hidher students and society and therefore the value system helshe holds should be
clear, precise and ethical. Helshe should be honest not only when he stands to gain by being
honest bud in situations where helshe is likely to suffer a loss. In such cases, hidher conscience
to do the hght thing must determine hidher behaviours. Helshe must exemplify the dignity of
labour and professional commitment, however stresshl the circumstances may be.
Teachers must be an embodiment of eternal values - values that remain the same, however
much the circumstances may change. Truth, love and goodness are values that are admired
across creeds, cultures and religions. Helshe should be a sheet anchor for society amidst the
tumult of social change. Helshe should be conscious of the accountability to profession of
teaching by being accountable for effective teaching and effective learning of students. Helshe
is accountable to society and this aspect must be channelled through an appropriae hierarchy
of competent professional authority.
The profession of teaching reflects a high degree of academic excellence, repertoire of teaching
skills and practical wisdom on the one hand and a well-integrated value system on the other,
both being oriented towards altruistic service. The personal development of a teacher is the
core of professionalisation and forms the base for professional ethics.
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:Teachel~Role
and Development be or may not be available. They may be sufficient in some cases in number while in others
these may be insufficient. Similarly some of these may not be in good working condition. A
teacher has to decide upon what and how to cany out hidher duties in different conditions so
as to achieve the goals of education.
Also, formal schooling involves a time bound programme which is expected to be completed in
stipulated time that has been decided upon as academic tenn.
Moreover, curricular framers have prescribed the weightage to be given to different items of
content in terms of hours of teaching per week.
A school with its organisational structure, physical and human resources and management
goals also provides a framework for the teacher to function. The functioning of a school in
general and a teacher in particular is also governed to a great extent by expectations and needs
of a soqiety, political decisions and cultural heritage of the nation at large.
A teacher will be able to efficiently perform Merent roles with and other educational experiences
that he/she has gained. This educational experience adds to a teacher's hnking, observation,
ability and skills of management. A teacher who performs these roles in an INTEGRATED
manner is able to perceive the need for the all-round development of student's personality and
provide appropriate learning opportun~tiesto achieve the pre-specified goals of education.
Check Your Progress
Notes: a) Space is given below for your answers.
b) Compare your answers with those given at the end of the unit.
3. List the characteristics of a teaching profession.

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4. How can one acquire instructional skills?

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5. Describe various modes through which a teacher can acquire mastery over content.

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6. Why should a teacher play different roles?

7. Explain the need for the integrated personality of a teacher.

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 Personnllty of a Teacher
5.7 LET US SUM UP
In this unit, we have focused on the characteristics of teaching as a profession, which differentiate
it from a vocation or a trade. It is a profession with primary motive to provide service to the
nation at large. A teacher is required to have content mastery, knowledge of instructional skills
and desirable attitudes.
As one of the key persons in the field of education, a teacher is expected to exhibit a multi-
dimensional personaliv, like a classroom teacher, a colleague, a member of the community
and a citizen.
Under different situations, a teacher has to work to bring about a desirable change in the
behaviours of learners.

5.8 UNIT-END ACTIVITIES

1. Analyse professional expectations of a teacher. Suggest the ways to m l them.
2. List desirable behaviour for the instructional skills.
3. Compare the personality of a teacher with other professional persons like a doctor and a
lawyer.

5.9 POINTS FOR DISCUSSION

1. If your peer student-teacher (or teacher-trainee) is not confident in content mastery, how
will you help h i d h e r to acquire the same.
2. If you are put in a school as a science or a language teacher and the school does not
have the infrastructure facilities required by you, how can you perform the expected
roles successfully?

5.10 ANSWERS TO CHECK YOUR PROGRESS

1. The distinct characteristics of a profession that distinguish it from a vocation or trade
are:
- the prime motive of a profession is service
- the profession is based on sound knowledge and expertise
- the profession has highest qualities like altruism and expertise
- the profession has highest qualities like altruism and desire for authentic knowledge
on the part of members.
2. Teachng is a complex activity because of the following:
- it requires conscious organisation of learning activities.
- it requires deliberate creation of a conducive and supportive learning environment
I

! - while teaching a teacher has to constantly analyse and evaluate classroom climate
and a suitable plan of action to achieve the pre-specified desirable changes in the
I behaviours of learners who are constantly varying with respect to their interest and
understanding.
- over and above these, the facilities available vary from school to school. These
facilities in school play a major role in facilitating learning environment in school.
3. Characteristics of a teaching profession are:
- it involves an intellectual operation it draws material from science *

- it transforms raw material into a practical and definite end

Teachel~Roleand Development - it possesses an educationally communicable techniques
- it tends towards self organisation and performs social services
- it 'has lengthy period of study and training
- it has a high degree of autonomy
- it is based upon a systematic body of knowledge
- it has a common code of ethics
- it generates insenice growth
4. One can acquire instructional skills through:
- understanding the components of each skills
- practising them in simulated situation
- continuously evaluating own performance improving upon those aspects which
need refinement.
5. Various modes through which a teacher can acquire mastery over content are:
- reading
- discussions
- participating in seminars, workshops
- observation
6. A teacher should play different roles to take care of all-round development of students
and to help the cornrnunity/society to develop and progress.
7. Need for the integrated personality of a teacher can be described in terms of the
following:
- teaching profession is complex
- learners vary with respect to certain variables like interest, motivation level, socio-
ecoilomic background, etc.
- social, political, religious, economic factors affect education
- a teacher has to function to achieve the broad goals of education.
All these necessitate an integrated personality in a teacher.

5.11 SUGGESTED READINGS

Crow, L.D. & Crow, A. (1956): Human Development and Learning, ~ u r a s i a ~ u b l i s hHouse,
in~
New Delhi.
Haddan, E.E. (1970): Evolving Instructions, The Macmillan Co., U.S.A.
Passi, B. K. (1976): Becoming Better Teacher -Micro TeachingApproach, Sahitya Mudranalya,
Ahmedabad.
Traverse, R.M. (1967): Essentials of Learning: An Overview for Students of Education
(2ndEdition), The Macmillan Co., New York.
Barbara Gross Davis (1993): Tools for Teaching, Jossey-Bass Publishers, San Francisco.