The role of a teacher in a developing country is significant, as teachers are representatives of mentors and coaches who hand down values, morals, and principles to their students who have to follow them without any reservations. The teacher is somewhat a role model established by a person who puts their lives at stake to educate and enlighten children, whose minds and standpoints are not formed and shaped. According to the ideal picture that every developing society has to present, the intersection of the teacher with their pupils means the cooperative corporation. In this frame, the teacher acts as a leader to broaden their followers’ horizons, while students perform as the leader’s motivators and inspiration (Kozol,1981). Unfortunately, many educational disparities and controversial issues are observed nowadays, as teachers neglect their duties and do not commit their lives to bring up a generation of well-read pupils. Current behavioral patterns followed by teachers cannot rear children able to maintain the decision-making process by themselves. It seems that children’s destiny is preordained in terms of establishing educational values that are entirely eradicated. The question is whether teachers are to blame for undermining pedagogical prospects.
The Teacher’s Role
As mentioned above, the teacher is a role model who brings educational values to their students and motivates them to become the best version of their true selves. The teacher is the transformative power regardless of years of experience. Following the ideal blueprint for accomplishing teachers’ final educational goals, the teacher has hardly to pay attention to his personal needs such as a meager salary). The teacher can be compared, literary, to the light beaming and guiding its followers to insight and serene vision of the world. Mentors’ number-one priority is achieving the educational goals of their pupils and providing a positive working environment for all members (Miller, 2017). Undoubtedly, the qualified teacher is the representation of a mature, competent, and qualified expert in physiological issues that anyone might counsel them and follow. The teacher has to jungle a mentoring performance and a coaching performance to some extent, as they have to motivate and stimulate pupils’ motivation, creativity, and enthusiasm.
Unfortunately, a few teachers hone their skills regularly. They desire to devote their lives to children’s upbringing, as they are cracked down by the materialistic burden such as meager salaries and lack of government support). Teachers have to “claw” their ways to survive and sustain their families, and they do not reckon their minds how to make lessons more mesmerizing due to lack of financial motivation.
The Impact of Poverty on Education
Poverty is the phenomenon that disintegrates society and communities in the triple progression. In most countries, people live near starvation, and the only thing they keep in mind is how to earn a meager living to feed their children. As the practice shows, educational facilities lack financial support and investments from governmental bodies to back pupils’ upbringing. The majority of communities are rampant with corruption which causes omnipresent poverty affecting educational structures. As schools and universities suffer from the shortage of finances allocated by the authorities, education managers cannot tailor students’ needs in full. It is a case with the cutting down on the number of extracurricular facilities, the deficit of special equipment, and the development of courses for handicapped and disabled children. For example, exceptional children need particular academic programs, time, teachers’ efforts, and financial support (Meador, 2019). Due to the lack of investments, teachers feel less motivated to deal with this category of children. Generally speaking, poverty affects education badly, and it entails the worst students’ performance, who become victims of decaying societies.
There are many inequitable outcomes in the US educational system. Despite several educational reforms integrated, these outcomes continue to exist between fortunate students and more marginalized and minority pupil populations. Some educational facilities try to implement equitable access correlation to education equity and student achievement of white and non-white students( Washington, 1895). Most organizations claim disputes about the lack of equitable access to highly qualified teachers, programs, and findings that might positively affect students’ performance. Evidently, that equitable education might decrease the achievement gap between white and non-white students. Nowadays, social activists are trying to raise awareness of policy-makers about inequitable outcomes between fortunate students and more marginalized and minority pupil populations. There are a lot of arguments concerning the US educational system. This question is the fundamental issue in this sphere as several researchers, coupled with policy-makers, try to find a reasonable solution to resolve this problem.
The phenomenon of inequitable education makes it totally secreted, as students of color are under the seizure of consonant underestimations even on teachers’ behalf. Historically, human beings dubbed a black-related race face constant bullying and teasing, as they represent the enslaved race that is inferior to white people. Till now, non-white students have been victims of widespread discrimination that entails irreversible consequences for their mental well-being (Noguera et al., 2015). Kept distant from white pupils, individuals of color are not able to get a complete education. In the US, there is a tendency to segregate white students from non-white ones, but also, there is a differentiation between children coming from financially-able families and kids from the lower social class. Inequitable education is a much-spoken issue nowadays, as pupils of color are given second-class treatment and cannot access efficient educational programs (Rosales, 2019). It goes without saying that children from disadvantaged families or low-income students are also members of a segregated public school system, as they cannot pay for additional courses and hire tutors enabling them to get a working knowledge of a particular subject.
The Democracy Issues
The inequitable education is the case of the violation of the democracy pattern. According to democratic dogmas, students of all shapes and colors must have access to equitable education. Unfortunately, developing societies are notorious for discrimination and racism. These controversial phenomena affect students from different social classes, as they belong to non-white nations or low-income segments. Policy-makers and social activists try to attract the attention of authorities to resolve the issue of violation of students’ rights. However, this matter is still open, and children continue suffering from misjudgment and underestimations.
According to statists, non-white students manifest a low level of illiteracy, as they cannot attend extra-curriculum classes highlighting particular aspects the free education does not cover. The differentiation of instruction produces created the term of segregation, where low-income pupils cannot apply for all information they will need in the foreseeable future. Educations inequality provides marginalized individuals with few chances of getting a higher education. It is a so-called vicious circle implying “little money equals a low-paid job.” Policy-makers wonder if there are perspectives to mobilize democratic morals in the educational sphere or educational business will follow the preordained path of oppression people given the second-rank treatment.
The purpose of Education and Public Schools
Comparative Public Administration and International Development represent structures and studies highlighting administrative studies of different countries to detect their major upsides and downsides in terms of country conduct. The combination of these two components might evaluate possible outcomes and international input policies rectifying bilateral relations among countries via the proper evaluation of developing nations’ techniques of refinement and international cooperation. Education is the assessment component performing as the enlightening force that stimulates individuals not to get off a trap choosing distorted visions, perspectives, and individual behavioral patterns in their decision-making process. A well-organized and performed education enables citizens to perceive the world the way it is. A well-read person applying to a great expanse of information data might avoid being affected by illusions or typical misconceptions imposed by individuals longing for global people’s obedience. Manipulation, political conspiracies, and unethical hoaxes are pervasive phenomena seizing human beings lacking a working knowledge in diverse aspects.
The shortage of good education is an escalating issue nowadays among residents of all countries. There is omnipresent noncompliance with long-established studying techniques worldwide public schools resorted to a century ago (Dewey, 1897). As a result, students manifest few extensive knowledge or skills in diverse spheres requiring social, political, and economic understanding in their country adjustment. Countries that implemented unsubstantial education programs resign their citizens to a life full of ignorance and not competence. People are driven by basic ordinary needs, but they do not want to enhance their knowledge and experience, acting as cogs in the system. As a result, there are a lot of deteriorations in international and internal relations, a high rate of illiteracy, and uniformity of thinking. Several political leaders stand for a remote kind of education to eliminate analyzing and communicating aptitudes. These very skills are the basis of education coupled with the total absorbance in diverse information repositories. Evidently, education is an essential source of explaining the basic rules this world follows to maintain its abundance and functionality in several ways, such as social, political, and economic directions.
Education represented by a teacher is vital for the social, political, and economic development of citizens in developing societies. Social citizen development is essential for forming individuals’ personalities, objective standpoints, and moral values. Only well-educated students can build strong relationships with others and manifest positive outcomes in their macro environments, such as their family surroundings, partnership with colleagues, and participation with other country residents. Education in terms of social direction is a fundamental component stimulating people’s socialization and communication in an internal and outside way. Unfortunately, the educational system has a lot of objectives to consider and fix in order to provide students with complete education. Public schools need most amends to implement to function appropriately in order to develop equitable education by all possible means. Many countries are rampant with discriminating, causing poverty within communities, where pupils become victims of the inequitable attitude. Democracy rules are not obeyed as non-white children are under the rock of racism prerequisites. In these enumerated instances, a teacher is the only possible educational component able to alter this adverse situation via their unconditional commitment to children’s upbringing.
Dewey, J. (1897). John Dewey ‘s famous declaration concerning education, The School Journal, LIV (3), 77-80.
Kozol, J. (1981). On Being a Teacher. General Press.
Meador, D. (2019). Strategies for Teachers: The Power of Preparation and Planning. Thought Co.
Miller, C. C. (2017). Do preschool teachers really need to be college graduates. The New York Times.
Noguera, P., Pierce, J., & Ahram, R. (Eds.). (2015). Race, equity, and education: Sixty years from Brown. Springer.
Rosales, J. (2019). Fulfilling the promise of brown vs. board: from school and housing policies to the Courts. NEA.
Rich, M. (2015). Where are the teachers of color? The New York Times, 11.
Washington, B. T. (2006). Atlanta Exposition Address, 1895. Black History Bulletin, 68(1), 1-9.