Discuss the problems of teacher educators also give suggestion to overcome these problems

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Ans: Problems of government school teachers in Khyber-Pakhtunkhwa, Pakistan

1. Financial problems: Due to receiving less financial support, the sector of education has remained the most under paid and poor in performance. This fact has rendered the education sector as the most unattractive profession in the country. Teacher community, being the most finically poor in society, often look for other sources of earning such as going abroad for working and run their own businesses at the cost of their professional integrity (Zafar, 2003). In this regard teachers are less motivated towards and take least interest in their school duties. In many cases teachers get salaries without attending the schools because of their businesses. This has retarded the process of quality teaching and learning in schools (Shahzadi and Perveen, 2002).

2. Political interference: Education system of Pakistan is highly politicized. In the majority of cases teachers are inducted on the basis of their political affiliations rather than on merit, who often serve as political workers instead of performing their professional duties. Similarly due to political involvement in the education sector, often the established procedure of appointment is violated. These politically selected incompetent teachers become a permanent liability on the economy and a reason of the collapse of the educational system (Shah, 2003). Further, their unlawful promotions and politics in the schools impede the educational progress in terms of quality teaching and learning as well as jeopardize the spirit of coordination among the teaching community. It is also important to mention here that often teachers who do not listen to the dictations of the political actors are severely punished in social or financial terms and sometimes transferred to remote areas. This absence of professional freedom of teachers has badly affected the degree of success of their duties. They work with least interest and motivation (Saleem, 2002).

3. Social recognition: According to Rehman (2002) teaching is considered the most respectful professions in all societies of the world. In some countries teaching is taken as the most honorable and lucrative profession. In developed nations teachers are adored and occupy a reverential social position in society. However, in Pakistan teachers, particularly school teachers, in theory are exalted but the reality is the other way round. In Pakistan, teaching profession does not enjoy a great social status in the society. Teaching is considered the most underpaid and less attractive profession. as compared to other professions like medical or engineering and so on. Malik (1991) discovered that in Pakistan the social status of teachers is accepted only at the extent of Holy Scripture. For example, ideologically teaching is deemed as the prophetic profession and teachers as the promoters of prophetic job. However, in practice this does not exist. Teachers stand at the last edge of the social ladder in society. This phenomenon has decreased the self-esteem of teachers. In these conditions the profession of teaching is the most little attractive field of service for the youth. Normally teaching is the last option in the priority list of different professions.

4. Accommodation and facilities: Government does not provide any residential accommodation to school teachers. Teachers posted in remote areas or outstations face problem of accommodation and shelter. Teachers cannot afford to rent houses on the salary which is given to them and hardly make their living. Due to non-availability of official accommodation teachers do long absentees and are not able to perform their duties with full attention and satisfaction (Government of Punjab, 2004; Hussain, 2001). It has been observed that teachers who are posted in remote areas are more interested in return transfer to their near stations from the time of transfer to the school. This practice negatively affects the performance of the teachers and leads to disturbance and mental agonies.

5. Frequent transfers: Teachers in Pakistani schools are always at the sweet will of education officers and school administration. The transfers are usually made on the basis of favoritism and nepotism. Due to this practice most of the teachers remain in high mental agony, disturbance and pressures (Khan, 1980). Often transfers to remote areas are made to teach a lesson to the teachers who are either disobedient or have affiliation with opposing political party. Sometimes the newly transferred teachers do not find enough time to get adjusted to the new environment. The practice of frequent transfer of teachers creates not only disturbances for the teachers, their families and children but also affects the quality of teaching and learning in the schools (Farooq, 1993).

6. Professional development: Teaching is a profession which needs continual updating. In this regard teachers should be aware of the new changes occurring in the society and around the world. Likewise they need to be continuously abreast with latest theories, research and other addition to the pool of knowledge. It has been observed that teachers who are not professionally sound and upgraded are not able to cope with the different changes and challenges in the society, country and the world at large. On the contrary teachers who acquire latest knowledge and develop their skills can effectively manage the process of teaching and learning. They teach and learn better (Farooq, 1990). Effective teachers need to be effective learners as well. However, the professional development of teachers has not been given any proper attention in Pakistan. Resultantly, teachers are found weak in solving students’ academic and social problems. Further, it is observed that students graduating from the (government) schools have poor communication skills and find it difficult to deal with problems of life. As students in Pakistanis schools memorize the concepts for examination purpose, they lack analytical, reflective and critical skills like their teachers. This situation has affected the overall degree of quality of education in the country (British Council, 1988)