Problems of Teachers

1. Geographical Limitations:

Teachers are localized because of their geographical presence. Teachers, especially from remote areas cannot go to the areas where teaching is appreciated and well paid.British Lyceum Online system has overcome this limitation by providing online platform.

2. Financial Limitations , Less Salary:

As infrastructure costs are high all around the world. So Educational Institutional operators are left with less funds to give as salaries to teachers. Pakistan is among the countries with the lowest levels of education spending. However, the level of teachers’ salaries has been identified at the core of its education problems, says Unesco’s Global Education Monitoring (GEM) report 2017-18.The report, ‘Accountability In Education: Meeting Our Commitments’ is the second in the GEM Report series that highlights responsibility of governments to provide universal quality education and stresses that accountability is indispensable to achieving this goal. The report warns that disproportionate blame on any one actor for systemic educational problems can have serious negative side effects, widening inequality and damaging learning. It says blaming teachers for poor test scores and absenteeism is often both unjust and unconstructive. In Pakistan, the report says, the country also uses test scores as part of teacher evaluations. The report warns that these should not be used disproportionately in teacher evaluations because they blame teachers for learning, which is influenced by many factors outside of their control, including student skills, behaviour, parental background and support, school resources, culture, and curriculum.The report shows that interventions that increased accountability by linking incentives to test scores in Pakistan (as in 9 other countries analysed) also altered classroom practices, with additional time spent on test preparation, for instance, to improve scores and secure bonuses”.“Using student test scores to sanction teachers and schools makes it more likely they will adjust their behaviour to protect themselves, which may mean leaving the weakest learners behind,” says Manos Antoninis, director of the GEM report.“Accountability must start with governments. If a government is too quick to apportion blame to others, it is deflecting attention away from its own responsibility for creating a strong, supportive education system,” he adds.The report says in Pakistan, there are no regulations for public or private schools on health and safety that can be easily found, and therefore, used. “One-third of schools in the country have no water or basic sanitation/toilets. Only half of all government schools have usable toilets,” it says.“ In Pakistan, although 30% of pupils are in private schools, while there are regulations on the numbers of pupils per teacher in public schools, there are none for private schools. There are, therefore, 37 pupils per teacher in public schools, but 80 pupils per teacher in private schools,” it said. According to the report, Pakistan has over 25.5 million children out of school, 60% of whom are girls. “There are almost 50.5 million out of school adolescents as well. Only 5% of the poorest females and 18% of the poorest males complete lower secondary education. “There are on average 56 pupils for every trained teacher in the country, and one in four young people cannot read. Only half of all government schools have toilets,” the report says. The report says quality of education in the country is suffering. There are 56 pupils for every trained teacher in primary education. Furthermore, Pakistan has only about 49% of grade-5 students who could read a sentence in English; half of them could perform 2-digit division. The report says the country’s youth literacy rate is only 73%, meaning that more than 1 in every 4 youths cannot read. It also identifies substantial challenges to equality in education and estimates that only 8% of the richest children have never been to school, compared to 64% of the poorest. Only 16% of the poorest females (compared to 30% of the poorest males) complete primary education, and only 5% of the poorest females and 18% of the poorest males complete lower secondary. The report says Pakistan has a youth literacy rate for females of 68%, while for males it is 90%. There are 85 girls to every 100 boys in primary education and 79 girls to every 100 in secondary education, while 13% of the population of females aged 15-19 are currently married. British Lyceum Online Educational system will alleviate the financial limitations and will enable teachers to earn handsome amounts of money while teaching and at the same time the cost of education will be reduced.

3. Competence of Teachers

Because of no proper evaluation system the competence of teachers is a big question mark. British Lyceum Online Educational System has provided the way to students to give their reviews and feedback to teachers and for the first time students can choose their subject, subject Teachers and decide their timetable by themselves. Whereas it is an outstanding opportunity for teachers to join this platform to earn handsome amounts while sitting at their home without any exploitation and enhance their experience and professional skills. In all education system, the performance of teachers is one of the handful of factors determining school effectiveness and learning outcomes. Naik (1998) explains that teaching is noble, but demanding occupation. In order for teachers to maintain a high level of professional performance under these conditions, they must assume personal responsibility for their own performance, growth and development. Mohanty (2000) explains that teacher performance as the most crucial input in the field of education. Teachers are perhaps the most critical component of any system of education. How well they teach depends on motivation, qualification, experience, training, aptitude and a mass of other factors, not the least of these being the environment and management structures within which they perform their role. Teachers must be seen as part of the solution, not part of the problem. Poor pay, low status and morale are key causes of poor performance and corrupt behavior in the public sector. Across the world, millions of teachers, most of them women, are working tirelessly for poverty wages educating the next generation. Smith and Glenn, (1994) explains that internal factors have an impact on teachers' feeling of success and a number of external forces can either aid or hinder a teachers success. There are number of factors that influence teacher performance. Increased duties and demands on time, low pay, and disruptive students have a significant impact on teachers’ attitudes toward their jobs. In addition, lack of support from staff at all levels has an effect on teacher performance. Teachers are no exception. Low pay and student conduct problems in the classroom are just a couple of issues that teachers face. Low morale among teachers is another very important problem that must be addressed if the problem of teacher shortages is going to change and ultimately improve. In order to work toward a solution, the first step is to identify those factors that have the greatest impact on morale levels, both negative and positive. Pakistan is a developing country of South Asia like other developing countries on the main reasons for its underdevelopment is the low quality education which has in turn great impact on the country’s social, economical and political system.” Teaching is a great profession and teachers have a great role in their students’ intellectual, personal and social development, there by influencing the whole nation’s development. Teaching is the supreme art of the teacher to awaken joy in creative expression and knowledge. Teachers can have an influence more profound than others. In Fact it is an ideal teacher at the climax of his performance that brings about a positive change in the overall behavior of his students by leading them to a lofty character and to exemplary morals. In Pakistan, a female teacher has the lowest representation in schools and hence the absence of female role models in educational institutions is included be one of the contributing factor to lowest participation of girls and gendered-based discrimination in education. It is considered that the shortage of the female teachers, the wider the enrolment, retention and promoting gaps are between female and male students. In this situation the female teachers are only support to which saves the girls from deep neglected imparting the light of knowledge in schools. It’s a great obstacle of educational progress in developing countries like Pakistan that the female teachers are facing the lot of hurdles. There are many an internal and external factors, which affect the performance of female teachers. Reasonable salary is one incentive to encourage teachers in any profession to work harder and in a more dedicated enthusiastic manner. Good pay helps them to concentrate on their jobs without worrying about how to make ends meet every month. But at the present scenario, pay does not favour the teacher. Teachers’ salary packages are not adequate to minimum basic need for food, housing, clothing, education and transport. Mostly teachers are therefore worried and disinterested due to low salary and large numbers of teachers have to go from part-time jobs to meet their basic needs. The other external factors are lack of gender justice, gender disparities/threat, posting at distant from their own houses, transport problem, political instability and undue political interference. Jabeen, (2001) explain that the “External factors as well as internal factors, which affect the performance of female teachers. This profession does not garner the status. Teacher’s social status is low and held in low esteem. Teachers’ status is lower than that of doctors, engineers, advocates, civil servants, even lower than that of a semiliterate and illiterate. A female teacher could exist of the issue of harassment is addressed. Senior teachers, principals, district level monitoring staff and educational supervisors in Pakistan harass mostly female teachers both in rural and urban areas. Internal factors including the attitude of male or female officers. The other factor is workload, which affect teacher’s performance. Teachers do work in horrible working conditions and they work long hours. Teachers may start teaching at 8 a.m but when the school day is over at around 3 p.m then they must still grade, homework, plan lessons, staff meeting and meet with parents. Many correct paper and plan lessons every evening, meaning they work 15 to 16 hours day. International Journal of Business and Social Science Vol. 2 No. 19 [Special Issue - October 2011] 219 A teacher worried about heavy teaching load and combined with frequent involvement in non-teaching tasks does not allow sufficient time for preparation for teaching. Lack of motivation convert into (a) absenteeism (b) little opportunities for career advancement in the teaching profession (c) low morale (d) job dissatisfaction (e) poor incentives (f) lack of teacher motivation (g) ineffective management information system (h) over crowded classes (i) inadequate teaching and learning material are also affecting their performance of female teachers.These few above mentioned and many other factors which are affecting the performance of female teachers. Keeping in view such situation, it is needed to do a study about the factors affecting on the performance of female teachers. To investigate the positive measures to minimize the factors that affects the performance of teachers. So that the female teacher’s performance could be improved and it can only be possible when a calm and cool working environment will be provided to them. In all education system, the performance of teachers is one of the handfuls of factors determining school effectiveness and learning outcomes. Sarital and Tomer (2004) view teaching is one of the most influential profession in society. Teachers are the lifeblood of any education system. School place, books, and classrooms are useless without teachers. In Pakistan, a female teacher has the lowest representation in schools and hence the absence of female role models in educational institutions is included be one of the contributing factor to lowest participation of girls and gendered-based discrimination in education. These few above mentioned and many other factors which are affecting the performance of female teachers.