De acuerdo con el tipo de decisión

We cannot imagine a society without teachers because teaching and learning is an endless process

and preparing them to successfully encounter future challenges (Hargreaves, 2009) and the educational development of any society and the country is in the competent hands of the teachers. Regardless of this, it is noticed that teachers around the world have failed to enjoy their professional identity and status in recent years (Hall & Langton, 2006; Hargreaves, 2009; Hargreaves et. al, 2006; Hoyle, 2001; Symeonidis, 2015).

From the ancient time, teaching profession has been highly valued in Nepal; however, the participants of this research expressed conflicting opinions regarding the teaching

profession in Nepal. Some of the participants had an opinion that teachers are highly

regarded; however, others argued that teaching profession is losing its standing and identity. Mostly, the teachers from Kathmandu and Chitwan admitted that the teaching profession in Nepal is no longer considered a noble profession. Even those teachers who believed that teachers are still valued were not reluctant to express that the teaching profession has

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declining identity and status in Nepal. The participants revealed three factors connected to

status. These factors are teachers and the teaching profession viewed by the society, the image of teachers portrayed in the media and a stereotyping that anyone can be a teacher.

11.2.1 Teachers and Teaching Profession Viewed by the Society

The way teachers and teaching profession is perceived by the society determines how teachers view themselves as well as their professional identity and status. The participants of this research revealed contrasting opinions regarding public perceptions about the teachers and the teaching profession. The participants from Surkhet and Dailkekh admitted that teaching is still highly regarded in that social context, while those from Kathmandu and Chitwan stated that teaching profession is not highly regarded by those societies. On a whole, almost all the participants confessed that teaching profession is losing its identity and status in Nepal and the negative perception of the society towards the teachers and the teaching profession is one of the major reasons for its falling status. They also indicated that teaching is a one of the least preferred professions in Nepal, claiming people first choice profession is medical, engineering or finance related field. One of the participants from Kathmandu reported the perception of the society towards teaching profession:

The way society views teachers and teaching profession has changed in recent years. Teachers were greatly honoured and highly respected when I started my career; however after nearly twenty five years in this profession, I believe that the Nepalese society has become more critical towards the teaching profession. Society perceives us as those people who could not succeed in any other field, hence joined the

teaching. In the same way, Nepalese youth lack aspiration to join teaching profession. If I ask my 200 students about their future aim, hardly 2/3 students will say that they want to be a teacher. This is all because of the negativity imposed by the society on teaching profession. IP14

In the same way, the participants also reported teachers in Nepal are regarded on the basis of their employment condition. They reported that the permanent teachers are highly

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regarded by the society as opposed to the temporary or the contract teachers. It is all because the permanent teachers receive better benefits and facilities from the government. When asked with the permanent teachers, they agreed on this fact; however, they also detailed that even the permanent teachers are categorised below than other public servants. Even though secondary permanent teachers should have higher position in the hierarchy than the public servants; the participants believed that it is difficulties and challenges associated to the teaching profession influences the perception of the society. One of the participants from Chitwan explained why teaching profession is ranked below than public service:

The common perception in the Nepalese society is that teaching is challenging and difficult profession. I believe that dealing with student from different background, learning capabilities and attitude in learning makes teaching more difficult. Moreover, teachers should spare their personal/family time for teaching, for instance, marking exam papers, preparing for teaching and preparing materials and resources. Similarly, teachers are hardly appreciated for their never tiring efforts. Hence, I believe that these aspects associated with the teaching profession influence the perception of the public. IP13

The participants also explained that the support they receive from the society is negligible and this disinclined role of the Nepalese society is not benefiting teachers. They claimed that teachers hardly ever get acknowledged for improved performance of students; however, they do get blamed for academic failures of learners. This lack of gratitude seemed to be contributing to the participants feelings of low esteem. This aligned with the literature

teaching profession valued by the government and society positively

of high status (Hargreaves et al., 2006; Symeonidis, 2015). The participants also clarified that

identity and status. Beliefs about the teaching profession that are enforced by the community members contribute in shaping teachers identity and status (Hoyle, 2001; Sachs, 2001). Thus,

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identity and status. In the Nepalese context, the image of the teacher and the teaching profession that is formed by the public perception appears to be less admirable.

Additionally, the prestige attached to a profession also determines the status of that profession. Professions with high status are likely to have higher social prestige and

recognition (Ingersoll & Merrill, 2011); consequently attract more people in that profession. Similarly, occupational status is related with occupational prestige, the higher the

professional status, the better the social prestige and recognition (Ingersoll & Merrill, 2011). Ingersoll and Merrill (2011) stated that the participating teachers in the United states

perceived teaching as a relatively low status profession and ranked it lower than the professions such as law, medicine and engineering but ranked higher than blue collar

profession (truck driver) and pink collar profession (office secretaries). This indicated that the value and prestige placed by the society to a certain profession is one of the aspects which determines the identity and status of that profession. In the case of the teaching profession in Nepal, the participants indicated that the Nepalese society regards teaching as a low status profession; hence teaching has a declined identity and status.

Limited support and feedback from the society is another aspect reported by the participants. They claimed that teachers hardly receive appropriate acknowledgement for their improved performance; however, they get continuous blame for the academic failures among the learners. Literature indicated that regular appreciation and acknowledgement of their hard work and the teaching profession valued by the government and society positively

Hargreaves et al., 2006; Symeonidis, 2015).

1

edia

The media of any nation would be crucial to influence the perception of the public. Accordingly, media reports and representations play a significant role in influencing the

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public image of teachers and the teaching profession, which also influences the perception of

ll & Langton, 2006; Symeonidis, 2015).

A positive media image is one of the psychological aspects that a teacher would enjoy; however, the participants of this research revealed that the Nepalese media are too critical on teachers and the teaching profession. They also blamed the media in Nepal as one of the sources exhibiting negativity about the teachers and the teaching profession in the public. They said that the media consistently criticised the role of the teachers, but barely tried to report the challenging teaching context in Nepal. One of the participants from Dailekh stated:

Media reports as if we teachers are just receiving salary and doing nothing. When it comes about the poor performance of the public schools in Nepal, only teachers are blamed which is totally wrong. We teachers are an easy target for the media people. This media portrayal of teachers and teaching profession in Nepal is not beneficial to The participants wished for more positive, glorifying and sympathetic representation of teachers and the teaching profession because of the context in which they are teaching. Nonetheless, these participants charged Nepalese media for continuously defaming teachers and the teaching profession. They also felt a lack of respect from the media and expressed their unhappiness that the media are often aggressive towards them. Similarly, examples of media coverage about teachers for all bad reasons were pointed out by some of the

participants. A participant from Chitwan expressed:

understand the point they are trying to prove. It is completely unacceptable to defame whole teaching profession because of mistakes of individual teachers. If you pick any newspaper of today, there should be demoralising news about teachers and teaching profession. I wish the Nepalese media understands our problems and illustrates positivity about the teaching profession. IP12

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In a connected context, one of the participants pointed out an interesting observation regarding a representation of teachers in the digital media, particularly in the Nepalese film industry. He stated:

It is frequent that the Nepalese teachers are represented as a poor, grumpy and troubled personal by the Nepalese film industry. This representation of teachers has an influence on Nepalese society, particularly on youth which will impact on their carrier choice. Failure to correct this image will have a long lasting impact on

identity and status. IP5

Nepalese media were criticised by the participants for continuously vilifying teachers and the teaching profession. They also described that the media representation is one of the important factors to impact on public perception of low identity and status of teachers and the teaching profession. The media can have significant impact on our belief and shape our perception. Not everything reported through media will be authentic; hence the media around the world are often criticised for exacerbating negative perceptions towards the teaching profession (Pettigrew & MacLure, 1997; Symeonidis, 2015). In the same way, Van Dijk (2015) stated that the media can be highly manipulative and are also known for displaying biased attitude and promoting stereotypes, sexist and racist ideologies and contributing to a conflict of identity.

The participants also blamed the Nepalese media for fostering the negative

professional prestige of teaching. The level of prestige is shaped by the perceived image of the teachers (Hoyal, 2001); and in the context of Nepal, media has not appropriately promoted the positive images. It is obvious that society is informed by the media, but the participants of this research indicated that the public in Nepal are receiving negative

messages regarding teachers and the teaching profession. Previous research specified that the

2003; Hall & Langton, 2006) and the media around the world are often criticised for

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participants believed that more positive portrayal of teachers and the teaching profession in the Nepalese media will help to enhance falling professional identity and status of teachers in Nepal.

11.2.3 Perceptions that Anyone can be a Teacher

The participants of this research explained that people in Nepal have a misconception of anyone can be a teacher. They mainly pointed to two issues in the Nepalese education context which encourages this misconception: nepotism and favoritism in the teacher recruitment and the lack of definite guideline to recruit teachers in the private schools. The participants explained:

Increased nepotism and favoritism in teacher recruitment has resulted that less deserving people are entering in the teaching profession. This has made people think that anyone can be a teacher. IP16

The private school owners can recruit teachers on their own. It is widely noticed that the private schools in Nepal, in most occasions, are run by family members. If not sufficient, they recruit their friends and relatives even if they are less qualified. This has also compelled people to believe that anyone can be a teacher. IP2

There is a perception among the people in Nepal that if you fail in other professions, then you enter in teaching. IP11

These practices in the Nepalese education system are not displaying positive images of the teaching profession. As discussed earlier,

self-perceived image of teachers or the perceptions imposed by the community (Sachs, 2001). The participating teachers in Nepal felt their professional identity and status as low because of this misconception.

In document Implicación de las emociones en el principio de imparcialidad en materia de conciliación como mecanismo alternativo de solución de los conflictos (página 56-59)