Publication: Dilemmas and actions : self-reports of teachers
Date
1992
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Abstract
The purpose of the study is to examine teachers' dilemmas and the ways teachers deal with their perceived dilemmas. An open-ended survey questionnaire was used. Altogether 86 written dilemmas (from 27 primary and 59 secondary teachers) were analyzed.<br><br>Unlike most studies on teachers' dilemmas, this study does not focus only on classroom dilemmas. Teachers were encouraged to report on dilemmas in their work that bothered them.<br><br>The reported dilemmas are grouped into pupil-related, colleague-related, administration-related and work versus family-related dilemmas, reflecting the various groups of people with whom the teacher interacts each day. The central issue in pupil-related dilemmas is the ambiguous role of the teacher in pupil's learning. The dilemmas of whether to confront and risk offending a colleague is common among colleague-related problems. The feeling of not doing a good job is a dilemma for teachers assigned tasks that are beyond their competence. Such dilemmas are considered as administration-related dilemmas. Only three dilemmas deal with the conflict between work and familial needs. As to be expected, these are reported by married teachers.<br><br>Most of the teachers responded to their dilemmas by devising some strategies. Such strategies usually enable the teacher to solve part of the problem but not the root of the problem. Certain dilemmas, mostly administration-related dilemmas, are associated with a sense of helplessness. However, whether a dilemma is considered resolved appears to depend on whether or not the teacher accepts the solution as satisfactory.<br><br>Teachers teaching different levels differ significantly in the content of their reported dilemmas. Most of the primary school teachers reported pupil-related dilemmas. But the majority of the lower secondary school teachers reported administration-related dilemmas while colleague-related dilemmas formed the greatest percentage of dilemmas among upper secondary school teachers. This could be attributed to their different professional needs.<br><br>The high expectations of beginning teachers also lead to dilemmas. These teachers reported dilemmas in relating to their pupils and their more experienced colleagues. Their dilemmas reveal a conflict between their ideals and reality.<br><br>The results of this study show that the professional teacher not only has to adapt and innovate to cope with constraints and uncertainties within the classroom, but also to work as a team with fellow teachers and the school administration. The findings will certainly provide teachers, teacher educators and administrators with food for thought.