School Personnel Management Paper

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The Teacher of Business: promoting professional standards, values and attitudes All teachers communicate their values whether consciously or unconsciously. Wasicsko (2002) states “recently it has become clear that the quality of the education our children receive depends directly upon the quality of the teachers in our schools. Parents, teachers, educators, and researchers agree that effective teaching happens when the teachers thoroughly know their subjects, have significant teaching skills and possess dispositions that foster growth and learning in students.” Teachers are by the nature of their profession ‘moral agents’ who imply values by the way they address their pupils and each other, the way they dress, the language they use and the effort they put into their work. Values are inherent in teaching as the educational environment, whether through formal or informal curricula, appears to influence learner attitudes and behavior. Thus, it is very important that as a Business Teacher one should always be cognizant that they are to constantly model professional attitudes and behaviors within and outside of the classroom. Boyt (2001) states “professionalism consists of the attitudes and behaviour one possesses toward’s one’s profession. It is an attitudinal and behavioural orientation that individuals possess toward their occupations.” Also, Helsby (1995) makes the same point about teacher professionalism: ‘if the notion of “professionalism” is socially constructed, then teachers are potentially key players in that construction, accepting or resisting external control and asserting or denying their autonomy.’ For the Business Teacher, their professionalism has relevant significance in education, in that it affects their role as teacher and their teaching profession, which in return affects the student’s ability to learn effectively.   Due to the growing autonomy being given to teachers, professionalism remains one of the most influential attributes of education today.  There are three essential characteristics that can be derived from professionalism, namely, competence, performance, and conduct. These all reflect the teacher’s goals, abilities, and standards, and directly impact the effectiveness of teaching through the development of these qualities. To begin, the characteristic of competence is fundamental in a teacher’s pursuit of excellence.  Here, competence focuses on three important ideas, namely, preparation, knowledge of subject area, and defined pedagogy.  The first, preparation, prepares the professional for the adversity of the classroom.  From language and cultural barriers to socio-economic differences, all teachers face interferences in the classroom that must be broken down by individualized techniques.  Thus, by bridging these barriers, the teacher will be better prepared for classroom management and create an effective learning environment.  Furthermore, by doing this, the professional teacher leads students by his or her example in that one who is prepared for difficulties will be able to overcome them. Along with preparation, a professional teacher with a strong knowledge of his/her subject area has the opportunity to concern themselves with preparing innovative techniques to teach their material.  With the advantage of knowing one’s curriculum material well, the teacher has more confidence in their teachings, having already placed significant thought on the material being taught.  Thus, a professional is able to dwell on how to relate subject matter to the students and their cultures in an original method. The final portion of competence is discovering and assuming a defined pedagogy.  Lunenburg and Ornstein (2000) state that, “Hiring teachers by subject and skill presumes that curricular priorities have been established, which means that decisions have been made about how much time will be devoted to each segment of the curriculum.”  Although this may take years to fine-tune, a...
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