The complexities involving the teaching profession and the importance of the role of teachers in the holistic development of learners require strict adherence to the tenets of professionalism. There are expectations that teachers need to meet, and there are qualities that they are expected to possess.

All the qualities teachers ought to have and what is expected of them can be summed up in one concept – “teacher professionalism.”

“Teacher professionalism” is an idea that can be defined differently based on multiple perspectives, and its merits are scrutinized according to various arguments. It is considered a broad concept consisting of several dimensions. However, for delimitation purposes, this article’s discussion on the subject is anchored only on the definitions of “professionalism” given in the next two (2) paragraphs.

Evans pointed out that “professionalism means different things to different people.”¹ The Oxford dictionary defines the term as “the competence or skills expected of a professional.”² It is the level of excellence or competence that professionals should manifest in their chosen fields of specialization.

Tichenor³ explains that professionalism is the expected behavior of individuals in a specific occupation. Professionals need to conduct themselves in accordance with set standards.

Boyt, Lusch, and Naylor⁴ combined the views about professionalism when they describe it as a multi-dimensional structure consisting of one’s attitudes and behaviors towards his/her job and achieving high standards. Similarly, Hargreaves⁵ defines professionalism as the conduct, demeanor, and standards that guide the work of professionals.

The terms associated with professionalism, as seen from the definitions and explanations given, are as follows: competence, skills, behaviors, conduct, demeanor, and standards. Competence and skills are synonymous with behaviors, conduct, and demeanor. Standards refer to the quality or accepted norms for competence and behaviors.

Skills are not the only components that make up a teacher’s competence. Knowledge is, of course, an integral part of it.

However, skills and knowledge are very broad attributions to a teacher’s competence. What specifically are the skills and knowledge that would make a teacher competent?

As Baggini puts it, “To be a professional or a professor was to profess in some skill or field of knowledge.”⁶ It’s a given that teachers should have knowledge of the subject matter or expertise in a particular skill. Teachers are expected to know not a little but much about what they are teaching.

What adds challenge to being a teacher is the ability to dig (whenever applicable) into the scientific, philosophical, legal, sociological, and psychological foundations of what is being taught. It is important that teachers can relate whatever they are discussing to other fields. Such an ability would enable teachers to enrich the discussion.

But teaching and learning are complex processes that involve a lot more… not just knowing what to teach and being able to connect a topic to other disciplines. The corresponding skills that enable teachers to effectively teach what they know and make the students learn would make them truly competent. Such skills are acquired through training in pedagogy.

Pedagogy is commonly defined as “the art, science, or profession of teaching^{.” P}edagogy informs teaching strategies, teacher actions, and teacher judgments and decisions by considering theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students.⁷

Pedagogy, in a nutshell, tells how best to teach and how best the students learn.

Knowledge and expertise in a field would not make one a teacher. Pedagogical skills are needed. Competent teachers SHOULD know the subject matter and how to set learning objectives, motivate students, design learning activities, facilitate learning, construct assessment, and assess learning.’

In addition, another skill through which the competence of 21st-century teachers is gauged is how extensively and effectively they apply technology (computer) to teaching and learning.

Aside from competence, the other dimension of a teacher’s professionalism this article explores is behavior.

Teachers are aware that they should behave according to the ethical standards set for the teaching profession. They are expected to speak, act, and dress accordingly. Barber⁸ pointed this out when he identifies as one of the main characteristics of professional behavior a “high degree of self-control of behavior through codes of ethics.”

However, the behavior dimension of professionalism among teachers goes beyond proper manners and decorum.

Another characteristic of professional behavior identified by Barber is “orientation primarily to community interest rather than to individual self-interest.” It is no secret that teachers sacrifice a lot to help their students. Teachers work long hours and practice a lot of patience. As Orlin puts it, “ I see it (teaching) as an act of self-sacrifice, as a hard path undertaken for the greater good.”⁹

Teachers also know that they need to keep learning. They need a continuing professional development plan to better deal with the profession’s challenges. They need to keep abreast with the current trends and innovations in the field of education.

There are also general teaching behaviors that, according to a study, are the most important for effective teaching (as perceived by students). Hativa identified five (5) of them: making the lessons clear, organized, engaging /interesting, and maintaining interactions and rapport with students.¹⁰

Two (2) of the said general teaching behaviors (making the lessons clear and organized) are related to the first dimension of teacher professionalism (competence and skills). The rest are more indicative of the second dimension (behavior).

Teacher professionalism strongly implies the demands and complexities of teaching, making it harder to understand why the profession doesn’t get due recognition. Teaching is not just any profession. Not just anybody can be a teacher. Helping young people achieve holistic development and preparing them to become responsible individuals and productive members of society is a ginormous responsibility. If those young people are your children, you will not entrust that responsibility to any Tom, Dick, or Harry but to a “professional” teacher.

References:

1. Evans, Linda (2008) Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56 (1). pp. 20-38.
2. Definition of “professionalism” – Oxford English Dictionary
3. Tichenor, M. S., Tichenor, J. M. (2005). Understanding teachers’ perspectives on professionalism. ERIC.
4. Boyt, T., Lusch, R. F. ve Naylor, G. (2001). The role of professionalism in determining job satisfaction in professional services: a study of marketing researchers, Journal of Service Research, 3(4), 321-330
5. Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: History and Practice, 6 (2),151-182.
6. Baggini, J. (2005). What does professionalism mean for teachers today? Education Review, 18 (2), 5-11.
7. Shulman, Lee (1987). “Knowledge and Teaching: Foundations of the New Reform”(PDF). Harvard Educational Review. 15(2): 4–14. Retrieved 12 June 2017.
8. Barber, B. (1965). Some Problems in the Sociology of the Professions. In K. S. Lynn (Edt.), The Professions in America (pp. 669-688). Boston: Houghton Mifflin.
9. Orlin, Ben “Teaching As Self Sacrifice.” Match With Bad Drawing. WordPress, March 10, 2014. Web. 19 July, 2017.
10. Hativa, N. (2014). A practical approach to designing, operating, and reporting, 2^nd, Tel Aviv: Oron Publications.