AN ANALYSIS OF TEACHERS’ STATUS IN CRISIS OF PUBLIC SERVICE REFORMS IN BOTSWANA
Journal Title: European Journal of Business and Social Sciences - Year 2013, Vol 1, Issue 12
Abstract
Teachers’ loss of professional identity is a growing concern in the 21st century educational thought. Much of the questions about this concern have to do with issues of equity, parity and comparability. These give rise to the debate about the social status of a teacher and how educational reforms have impacted on the perceptions of various clienteles about it. Grounded on the human relation theories of the scientific management and motivation model of equity theory and applying a desk-based documentary review and extrapolation, this article discusses an analysis of the status of teachers in the Botswana education system in the midst of ever emerging and changing public service reforms. It is argued that the reforms have only helped to put the status of the teachers and that of the teaching profession in crises rather than making it more attractive and appealing to potential teacher trainees. To some degree, this ignited teachers’ loss of professional identity.
Authors and Affiliations
Nkobi Owen Pansiri| University of Botswana Email: pansirio@mopipi.ub.bw, Philip Bulawa| University of Botswana Email: bulawap@mopipi.ub.bw
Keywords
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- EP ID EP10241
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