Statistic on teachers’ quitting and changing career seems to be on the rise despite teaching being listed as among the most fulfilling professions globally. The distaste in the education sector appears not to puzzle many researchers with different authorities justifying the increasing trends of teachers opting out of the teacher-professions (Karsenti & Collin, 2013). The discussion in this paper will focus on why more teachers are considering quitting the profession. The primary source that would be corroborating the arguments in the debate shall be the work of Paul Eggen and Don Kauchak. The two authored the book, “Introduction to Teaching: Becoming a Professional.” The book offers a contextual perspective of the education system and the US sector from a historical to the present time. The contextual understanding of the sector provides a basis for arguments as presented in the paper; why teachers are quitting the profession. The professional background of the two authors of the book offers them a rich perspective on discussing matters education as both of them has been career professionals in the sector across all levels of learning.
Chapter 4 discusses the historical outline of education in the country. The chapter highlights the colonial history, the influence of religion, and the cultural diversity in the country, offering readers an understanding of the different reasons why the education system is structured both as private and public. The authors, under their discussion of colonial histories and its influence on education, point to geographical, cultural, and economic factors as crucial features that drove the systemic structuring of knowledge along these lines of demographic characteristics (Kauchak & Eggen, 2016). Today, it is the same factors that have continued to influence the option by most teachers to seek an alternative in other careers.
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Teachers who have quit the profession on a cultural basis have always had reasons such as increased intolerance along racial and religious lines that have made it unbearable to continue as teachers. Religious beliefs and race have sidelined minority groups who find themselves segregated on the aspects of the two cultural elements to opine on alternative professions. The arguments around cultural intolerance are not unique to current situations; historical differences, religion, and the state as an aesthetic principle have been rife since the colonial age where schools and institutions of learning were divided based on faith and the nation. According to Kauchak & Eggen (2016), the underlying incompatible yet competing interests that shaped the structure of education in the past that continues to influence the decisions of several professional practitioners in the education sector. The cultural differences along the lines of race and religion supersede the past positions held by the colonial institutions that had a gap in principle as to what knowledge to impart on their students.
Currently, teachers who have quit or opt for such alternative professions have indicated systemic segregation in workplaces as critical for their decision to leave the job. Racial discrimination and religious intolerance within the country’s education sector, have led to an entrenchment of the repressive and harmful elements of the colonial system schools discouraging the minority groups from pursuing careers in such professional environments. The situation remains unfortunate in a country that boasts of allocating and promoting civil liberties and accommodation of the minority groups.
The second factor remains the issues about socioeconomic aspects in the education system. Educators across all levels of education have pointed at an apparent divisive system that offers different benefits and compensation based on the types of institution one is attached to as teachers. The root of the inequality is derived from the historical legacies that established the elitists’ private schools, public social support schools, and the mission schools.
The socioeconomic dynamics of the current population has largely convoluted the situation. The majority of teachers who quit or are open to the idea of changing careers are primarily from low-income public schools. The group of professionals attached to these situations cites hardship and lack in facilitation by the government, making them resentful of the profession. Additionally, teachers from public schools point to incapacitation and social dehumanization of such institutions to inform the urge to change their careers (Karsenti & Collin, 2013). It is based on their working conditions and the perception of the public towards public education centers that has led to many teachers citing a lack of respect and consideration to be informing their decision to change careers. Kauchak & Eggen (2016) highlight socioeconomic factors as among the leading sources of negativity among both educators and learners. The generational perception towards public schools due to the utter neglect of such facilities due to low government spending towards improving their conditions has compounded the situation. The small investment index has been a source of discouragement, with many households opting for expensive, elitist private schools as a means of securing their children better education.
The contrast in fortunes among teachers based on compensation has been another factor. The last decade has seen more teacher-organized demonstration for an equitable settlement. According to Karsenti & Collin (2013), remuneration continues to be a leading cause for the profession's dissertation, leading to a significant percentage in brain-drain. More teachers in the country are either deciding on quitting or moving abroad to seek better opportunities, especially from the public sector. The teaching profession in the US remains under threat owing to the historical factors that continue to shape present perception of the industry from a professional perspective.
References
Karsenti, T., & Collin, S. (2013). Why are new teachers leaving the profession? Results of a Canada-wide survey. Education , 3(3), 141-149.
Kauchak, D., & Eggen, P. (2016). “ Introduction to Teaching: Becoming a Professional .” Sixth Edition. Pearson.
