The profession of a teacher in modern conditions in our country is associated with a number of both positive aspects and professional difficulties. Among the most pressing problems, leading teachers point out: the constant transformation of the education system and the administrative requirements changing in this regard; the contradiction between the preservation of established pedagogical traditions and the need for constant introduction of innovations into pedagogical practice; the overload of reporting documentation, the need for constant personal growth and self-realization in the profession in combination with the threat of emotional burnout and professional deformation, the simultaneous focus of the teacher’s activities on the provision of psychological and pedagogical influence on students and on reflection of their professional activities, weak socio-legal protection of the teacher from the arbitrariness of the administration of the educational institution and aggressive actions on the part of students and their parents. To date, the fact of existence and the high degree of severity of the personnel problem are officially recognized, the shortage of teachers, their high degree of overload, including bureaucratic work, the combination of diverse subjects in teaching is openly stated. Based on the above, the purpose of the study is: to analyze the reasons for the departure of teachers from the profession, in order to determine the socio-psychological factors contributing to the retention of teachers in the profession.
Keyword(s) : research
Science Teachers’ Integrative Practices in Teaching, Research, and Community Services: The Case of Three Universities in Ethiopia
This study examined university science teachers’ integrative practices in teaching, research and community service at Bahir Dar, Dire-Dawa and Wolkitie universities. The data were obtained through questionnaires and interviews from randomly selected teachers. Interview data was also secured from purposively selected managers and teachers. The one sample t-test revealed that, except in their teaching practices, science teachers performed poorly in their research, community service and integrative practices among the missions (teaching, research and community service) of the university. The multiple regression analysis showed that the multiple contributions of teaching, research and community service practices towards these integrative practices was 44.12%, in which research took the major share (34.56%). The questionnaire data showed that institution-related factors (e.g., rigid financial rules) posed serious challenges in practicing research and community services. The interview data did not minimize the challenges related to personal factors (e.g., interest and motivation). This article shows that the university management are committed to providing practical encouragement to science teachers for research and community service. These are important for promoting better teaching delivery and integrative practices within the missions. Instead of attributing most of the challenges to institutional factors, science teachers should acknowledge their own personal problems and work to cope with the available external/institutional challenges. This will enhance the integrative practices among the missions which build the capacity for an effective science academic unit.