“If you want others to respect you, you have to respect yourself”: Teachers’ views on respect related to their profession

Abstract

Research on teachers’ professionalism has recently started to focus on their professional identity (e.g., Day et al., 2006; Kelchtermans, 2007; Lasky, 2005). However, few studies have focused on their selfrespect as part of their professional identity. Moreover, while some studies have explored teachers’ perceptions of respect for their profession, most of them have been conducted using questionnaires (e.g., Kane & Mallon, 2006; Ólafsson & Björnsson, 2009). The main aim of this study, conducted in Iceland, is to better understand teachers’ selfrespect and how they perceive respect both for themselves and their profession in general. A second aim is to explore how they feel this can be enhanced. Using a qualitative research approach, data were collected through semistructured indepth interviews with six teachers, three female and three male. The analysis revealed that the six teachers feel they have good selfrespect as teachers. They also believe that, in general, teachers have good selfrespect; those who do not, they say, are quick to leave the profession. They describe some teachers who lack selfrespect, who talk about their work in a degrading and negative way, but they see this group as small but loud. Further, these six teachers believe that without selfrespect teachers would not be able to do their work adequately, in a way that affects their students, and their students’ emotional wellbeing, academic achievement, and trust for their teachers. They also believe that teachers’ selfrespect is associated with the respect students have for their teachers: students have more respect for teachers who respect themselves. The teachers think that most of the students and parents they interact with on a daily basis do respect teachers. In contrast, they feel that local governments, the Ministry of Education, and the public often do not respect teachers and that discussions about teachers are often negative and unprofessional. Most of them believe that the teachers’ union struggle has had a negative effect on respect for teachers, and they find that upsetting. They feel that the emphasis taken in that struggle has been unproductive and has presented a negative image of teachers and the teaching profession. To promote teachers’ selfrespect, along with respect for teachers, these six teachers emphasize the need for a positive and professional discussion about teachers and their profession in the media, among teachers themselves and in society in general. Moreover, they emphasize that promoting teachers’ selfrespect will promote respect for teachers and their profession. The main limitation of the study is that only six teachers were interviewed. Also, their willingness to participate may indicate that they have good selfrespect as teachers, that the teaching profession is important to them and that they are interested in finding ways to enhance the profession and respect for it. The study has at least three key strengths. First, it explored several aspects of respect in and for the profession by focusing on how the six teachers view their selfrespect, teachers’ selfrespect in general, and the importance of both, along with others’ respect for the profession and possible ways to promote teachers’ selfrespect and respect for their profession. Second, by using indepth interviews we could get a more holistic picture and deeper understanding of the teachers’ perspectives on the issues. Third, the topic has received little attention in research. Given these strengths, the study should make an important contribution to this field of study, on both national and international levels. We do hope that our approach and findings can be of use to researchers in this field. Further, we hope they encourage all those involved in education, including policymakers, professionalists, and parents, to promote discussion and find ways to enhance respect for the teacher profession for the benefit of children, their families and the wider society.