It
might be wrong to make theoretical assumptions without a proper research, but
we can definitely argue about the level of seriousness of the teachers
regarding the in-service teachers’ training.
And I think we can safely argue that at least half of the teachers are
not serious about the training; and I think, we all can make certain valid
assumptions on why the teachers are not serious. A few arguments could be made that (a) the
teachers had attended such training for so many times without any visible or
observable benefits, (b) the frequency of the training made them took it for
granted, (c) based on their previous experience, they have no or very less
expectation from the current training, etc.
There
are two concepts from psychology that can help explain the above
behaviours/perception of the teachers, and understanding those concepts will
also help us in understanding what we can do. The two concepts are (i) self-efficacy
(Bandura, 1977, 2004) and (ii) learned helplessness (Peterson & Seligman, 1993; Fogle,1978).
Psychologist
Albert Bandura has defined self-efficacy
as one's belief in one's ability to succeed in specific situations. One's sense
of self-efficacy can play a major role in how one approaches goals, tasks, and
challenges. So, how do our teachers see themselves, their performance and
effectiveness, and the challenges they faced every day in the form of their
students whose learning need to be facilitated in such a way that we can fulfil
the aims of our education? The aims of
education is not only about moving from one grade to another, and then find a
job. Education has a much broader
objectives such as those value laden qualitative concept like justice, liberty,
equality, democracy, good citizenship, etc. which are practically impossible to
be achieved. Unless one understand that
we are not going to achieve those goals overnight, and we can only work towards
the achievement of such aims, one is bound to doubt our capabilities in the
process. Besides, the teachers’
effectiveness is measured through observable results inside the class-room, and
if the students are not learning or progressing as expected, the teachers are
going to doubt their own ability to help the students learn.
The
other concept, Martin Seligman's concept of Learned Helplessness says
that people who had tried and failed many times before have an attitude of hopelessness and passivity
towards everything, including their jobs, based on their past experience. Such
people will fail to respond even when there are opportunities available to them
to improve. Such people have seen and
experienced many things, and their attitude is based on their personal
experience. Many teachers started out
their teaching careers with high hopes and many interesting teaching methods
and/or passion. They started with much enthusiasm
and inspiration, trying to improve our education system. But in the first few years of their careers,
they have seen and experienced an inflexible and unresponsive system, an
unappreciative colleague and seniors, etc. and as such, they gradually lost
their enthusiasm and inspiration, and become a part of the system that they
wanted to change so much. They tired and
made many attempts and efforts to change or help the system, but their efforts
were not appreciated or not even acknowledge, and thus ultimately they are
forced to give up. Their passivity is learned and thus real, and you have to
‘move a mountain’ to earn their trust and be able to inspire them again.
In
both the situation mentioned above, the solutions psychologists gave are very
simple, though it is difficult to achieve.
People who have self-efficacy issue must be made to realize that self-belief
and self-confidence come from our understanding of our own capabilities and
capacities. Teachers need to be
encouraged and motivated from time to time, not just financially, but also
verbally; and ISTT is one good opportunity for us to encourage and motivate the
teachers, and take full advantage of the opportunity.
Regarding
those teachers with an issue of ‘learned helplessness’ must be assured that
they have our full support in their desire to provide quality education, and
bring change. The only thing we can do
for them to put their belief back in what they have already given up is to
build trust and let them see our seriousness and commitment towards our goals.
And
one precautionary note is that, we should try to avoid directly criticizing and
belittling the work being done by the teachers during the training, doing so
will serve none of us any good.
