Teachers' and Parents' Conception of the Teacher's Role

S ummary . An inquiry was carried out among 470 teachers in grammar, modern, junior and infant schools to establish how widely or narrowly they conceived their role and what elements they gave greatest weight to within it. Grammar school teachers had a more constricted view of their role than their modern school colleagues, and junior school teachers working in middle‐class areas than their colleagues in working class districts. Married women junior school teachers had a more restricted view of their role than single teachers. In all types of school teachers saw their work primarily in intellectual and moral terms and were comparatively indifferent to more general social training, although modern school teachers gave more emphasis to social training than grammar school teachers. All saw parents as comparatively indifferent to moral objectives in the education of their children, primarily concerned with ‘instruction’ but also attaching great importance to ‘social advancement.’ A sample of 237 parents, in fact, gave a list of educational priorities which agreed in substance with the ratings made by teachers

Class (philosophy) · Developmental psychology · Grammar · Grammar school · Linguistics · Mathematics education · Pedagogy · School teachers · Educator Training and Historical Pedagogy · Psychology · Religious Education and Schools · Values and Moral Education

• Mexican Primary School Teachers' Sense of Professional Responsibility

  J T Farrand, John Farrand•Comparative Education•1988

  Add to list