Effect of Socio-economic Factors on Professional Practices of the Secondary School Teachers in Bangladesh

Abstract

This thesis explored the effect of socio-economic factors on professional practices of the secondary school teachers in Bangladesh. The study incorporated three research questions, which investigated how teachers got them professionally prepared, which activities they performed in the classroom and how socio-economic factors could have effects on teachers‟ professional practices. Based on the review of scholarly literature, a conceptual framework related to socio-economic factors and teachers‟ professional practices was developed and used in this study. A qualitative approach was deployed and data were collected through document analysis, semi-structured interviews, focus group discussions, observations and home visit. The qualitative sample included 8 head teachers, 24 teachers, and 72 students from 8 secondary schools (both rural and urban). Thematic technique of qualitative data analysis was used. Findings of the first research question “How do teachers get them professionally prepared for their everyday classroom activities?” indicated that participant-teachers (both in urban and rural locations) did not get them with professional preparation for their daily classroom activities, and they were uninterested in putting their newly acquired knowledge and skills to use in the classroom. Teachers also created their own professional perceptions, which never represented desired professional attitudes. In terms of second research question “How do teachers perform professional practices in the classroom?” findings demonstrated that the scenario of classroom teachinglearning process in the sample schools of Bangladesh was still teacher-centered where most of the classroom activities were practiced in a traditional way with forceful assessment techniques. The findings also revealed students' passive engagement in class, lack of interaction, and time-passing evaluation methodologies, among other things. Head teachers in the schools who were in charge of supervision did not play a significant role in improving the performance of teachers' professional practices in secondary schools. Teachers, particularly in rural schools, stated that low resources were the main cause of their current professional practices in the classroom. Better facilities, on the other hand, had no discernible impact on the professional practices of teachers in urban areas.

The findings of the research question three “How do socio-economic factors can have effects on the professional practices of the secondary school teachers in Bangladesh?” identified secondary school teachers‟ strong involvement in socio-economic activities, which had various effects on their professional practices. The study discovered teachers‟ various involvement in socio-economic factors like household activities, social organizations, politics, home environment, financial issues, and other economic activities. These socio-economic factors were found to be very significantly associated with teachers‟ professional practices. Similarly, the study discovered favorable link between teachers‟ having strong socio-economic background and professional activities. Most of the teachers participated in the study were found having strong involvement with other economic activities (like private tuition, coaching) beyond their regular job. It was also found that such kind of professional practices of teachers failed to ensure favorable and dependable learning environment; and most of the time students took help from outside of the school (like coaching center and/or private tutor) to make clear understanding of the lesson and to get better academic result. Based on the findings of this study, the research suggests that concerned authorities of Bangladesh should focus on the highlighted areas in order to ensure high-quality secondary education in the country, which may contribute significantly to national development. In this regard, the study further recommends changing teachers' mindsets and perspectives on teaching, as well as implementing effective supervision, monitoring, and mentoring on secondary school teachers' professional practices in Bangladesh.