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Teacher
From Wikipedia, the free encyclopedia
For other uses, see Teacher (disambiguation).
"Teachers" redirects here. For other uses, see Teachers (disambiguation).
This article is about the usage in school settings. For usage in college and uni
versities, see professor. For private settings, see tutor. For teacher assistant
s, see Paraprofessional educator.
Teacher
Classroom at a seconday school in Pendembu Sierra Leone.jpg
A teacher in a classroom at a secondary school in Pendembu, Sierra Leone.
Occupation
Names Teacher, schoolteacher
Occupation type
Profession
Activity sectors
Education
Description
Competencies
Teaching abilities, pleasant disposition, patience
Education required
Teaching certification
Related jobs
Professor, academic, lecturer, tutor
Jewish children with their teacher in Samarkand, the beginning of the 20th centu
ry.
A teacher (also called a school teacher) is a person who provides education for
students.
Contents
1
Duties and functions
2
Professional educators
3
Pedagogy and teaching
4
Rights to enforce school discipline
5
Obligation to honor students rights
6
Teacher enthusiasm
7
Misconduct and gender balance
8
Occupational hazards
9
Teaching around the world
9.1
Australia
9.2
Canada
9.3
France
9.4
Germany
9.5
Ireland
9.6
United Kingdom
9.6.1 England
9.6.2 Scotland
9.6.3 Wales
9.7
United States
10
Spiritual teacher
11
Popular educators
12
See also
13
References
14
External links
Duties and functions
The role of teacher is often formal and ongoing, carried out at a school or othe
r place of formal education. In many countries, a person who wishes to become a
teacher must first obtain specified professional qualifications or credentials f
rom a university or college. These professional qualifications may include the s

tudy of pedagogy, the science of teaching. Teachers, like other professionals, m

ay have to continue their education after they qualify, a process known as conti
nuing professional development. Teachers may use a lesson plan to facilitate stu
dent learning, providing a course of study which is called the curriculum.
A teacher's role may vary among cultures. Teachers may provide instruction in li
teracy and numeracy, craftsmanship or vocational training, the arts, religion, c
ivics, community roles, or life skills.
A teacher who facilitates education for an individual may also be described as a
personal tutor, or, largely historically, a governess.
In some countries, formal education can take place through home schooling. Infor
mal learning may be assisted by a teacher occupying a transient or ongoing role,
such as a family member, or by anyone with knowledge or skills in the wider com
munity setting.
Religious and spiritual teachers, such as gurus, mullahs, rabbis, pastors/youth
pastors and lamas, may teach religious texts such as the Quran, Torah or Bible.
Professional educators
This section needs additional citations for verification. Please help improve th
is article by adding citations to reliable sources. Unsourced material may be ch
allenged and removed. (January 2008)
A teacher of a Latin school and two students, 1487
Teaching may be carried out informally, within the family, which is called homes
chooling, or in the wider community. Formal teaching may be carried out by paid
professionals. Such professionals enjoy a status in some societies on a par with
physicians, lawyers, engineers, and accountants (Chartered or CPA).
A teacher's professional duties may extend beyond formal teaching. Outside of th
e classroom teachers may accompany students on field trips, supervise study hall
s, help with the organization of school functions, and serve as supervisors for
extracurricular activities. In some education systems, teachers may have respons
ibility for student discipline.
Around the world teachers are often required to obtain specialized education, kn
owledge, codes of ethics and internal monitoring.
There are a variety of bodies designed to instill, preserve and update the knowl
edge and professional standing of teachers. Around the world many governments op
erate teacher's colleges, which are generally established to serve and protect t
he public interest through certifying, governing and enforcing the standards of
practice for the teaching profession.
The functions of the teacher's colleges may include setting out clear standards
of practice, providing for the ongoing education of teachers, investigating comp
laints involving members, conducting hearings into allegations of professional m
isconduct and taking appropriate disciplinary action and accrediting teacher edu
cation programs. In many situations teachers in publicly funded schools must be
members in good standing with the college, and private schools may also require
their teachers to be college peoples. In other areas these roles may belong to t
he State Board of Education, the Superintendent of Public Instruction, the State
Education Agency or other governmental bodies. In still other areas Teaching Un
ions may be responsible for some or all of these duties.
Pedagogy and teaching

Dutch schoolmaster and children, 1662

A primary school teacher in northern Laos
The teacher-student-monument in Rostock, Germany, honours teachers
In education, teachers facilitate student learning, often in a school or academy
or perhaps in another environment such as outdoors. A teacher who teaches on an
individual basis may be described as a tutor.
GDR "village teacher", a teacher teaching students of all age groups in one clas
s in 1951
The objective is typically accomplished through either an informal or formal app
roach to learning, including a course of study and lesson plan that teaches skil
ls, knowledge and/or thinking skills. Different ways to teach are often referred
to as pedagogy. When deciding what teaching method to use teachers consider stu
dents' background knowledge, environment, and their learning goals as well as st
andardized curricula as determined by the relevant authority. Many times, teache
rs assist in learning outside of the classroom by accompanying students on field
trips. The increasing use of technology, specifically the rise of the internet
over the past decade, has begun to shape the way teachers approach their roles i
n the classroom.
The objective is typically a course of study, lesson plan, or a practical skill.
A teacher may follow standardized curricula as determined by the relevant autho
rity. The teacher may interact with students of different ages, from infants to
adults, students with different abilities and students with learning disabilitie
s.
Teaching using pedagogy also involve assessing the educational levels of the stu
dents on particular skills. Understanding the pedagogy of the students in a clas
sroom involves using differentiated instruction as well as supervision to meet t
he needs of all students in the classroom. Pedagogy can be thought of in two man
ners. First, teaching itself can be taught in many different ways, hence, using
a pedagogy of teaching styles. Second, the pedagogy of the learners comes into p
lay when a teacher assesses the pedagogic diversity of his/her students and diff
erentiates for the individual students accordingly. For example, an experienced
teacher and parent described the place of a teacher in learning as follows: "The
real bulk of learning takes place in self-study and problem solving with a lot
of feedback around that loop. The function of the teacher is to pressure the laz
y, inspire the bored, deflate the cocky, encourage the timid, detect and correct
individual flaws, and broaden the viewpoint of all. This function looks like th
at of a coach using the whole gamut of psychology to get each new class of rooki
es off the bench and into the game."[1]
Perhaps the most significant difference between primary school and secondary sch
ool teaching is the relationship between teachers and children. In primary schoo
ls each class has a teacher who stays with them for most of the week and will te
ach them the whole curriculum. In secondary schools they will be taught by diffe
rent subject specialists each session during the week and may have ten or more d
ifferent teachers. The relationship between children and their teachers tends to
be closer in the primary school where they act as form tutor, specialist teache
r and surrogate parent during the course of the day.
This is true throughout most of the United States as well. However, alternative
approaches for primary education do exist. One of these, sometimes referred to a
s a "platoon" system, involves placing a group of students together in one class
that moves from one specialist to another for every subject. The advantage here
is that students learn from teachers who specialize in one subject and who tend
to be more knowledgeable in that one area than a teacher who teaches many subje

cts. Students still derive a strong sense of security by staying with the same g
roup of peers for all classes.
Co-teaching has also become a new trend amongst educational institutions. Co-tea
ching is defined as two or more teachers working harmoniously to fulfill the nee
ds of every student in the classroom. Co-teaching focuses the student on learnin
g by providing a social networking support that allows them to reach their full
cognitive potential. Co-teachers work in sync with one another to create a clima
te of learning.
Rights to enforce school discipline
Main articles: School discipline and School punishment
Throughout the history of education the most common form of school discipline wa
s corporal punishment. While a child was in school, a teacher was expected to ac
t as a substitute parent, with all the normal forms of parental discipline open
to them.
Medieval schoolboy birched on the bare buttocks
In past times, corporal punishment (spanking or paddling or caning or strapping
or birching the student in order to cause physical pain) was one of the most com
mon forms of school discipline throughout much of the world. Most Western countr
ies, and some others, have now banned it, but it remains lawful in the United St
ates following a US Supreme Court decision in 1977 which held that paddling did
not violate the US Constitution.[2]
30 US states have banned corporal punishment, the others (mostly in the South) h
ave not. It is still used to a significant (though declining) degree in some pub
lic schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Ten
nessee and Texas. Private schools in these and most other states may also use it
. Corporal punishment in American schools is administered to the seat of the stu
dent's trousers or skirt with a specially made wooden paddle. This often used to
take place in the classroom or hallway, but nowadays the punishment is usually
given privately in the principal's office.
Official corporal punishment, often by caning, remains commonplace in schools in
some Asian, African and Caribbean countries. For details of individual countrie
s see School corporal punishment.
Currently detention is one of the most common punishments in schools in the Unit
ed States, the UK, Ireland, Singapore and other countries. It requires the pupil
to remain in school at a given time in the school day (such as lunch, recess or
after school); or even to attend school on a non-school day, e.g. "Saturday det
ention" held at some schools. During detention, students normally have to sit in
a classroom and do work, write lines or a punishment essay, or sit quietly.
A modern example of school discipline in North America and Western Europe relies
upon the idea of an assertive teacher who is prepared to impose their will upon
a class. Positive reinforcement is balanced with immediate and fair punishment
for misbehavior and firm, clear boundaries define what is appropriate and inappr
opriate behavior. Teachers are expected to respect their students; sarcasm and a
ttempts to humiliate pupils are seen as falling outside of what constitutes reas
onable discipline.[verification needed]
Whilst this is the consensus viewpoint amongst the majority of academics, some t
eachers and parents advocate a more assertive and confrontational style of disci
pline.[citation needed] Such individuals claim that many problems with modern sc
hooling stem from the weakness in school discipline and if teachers exercised fi
rm control over the classroom they would be able to teach more efficiently. This
viewpoint is supported by the educational attainment of countries in East Asia fo

r instance that combine strict discipline with high standards of education.[citati

on needed]
It's not clear, however that this stereotypical view reflects the reality of Eas
t Asian classrooms or that the educational goals in these countries are commensu
rable with those in Western countries. In Japan, for example, although average a
ttainment on standardized tests may exceed those in Western countries, classroom
discipline and behavior is highly problematic. Although, officially, schools ha
ve extremely rigid codes of behavior, in practice many teachers find the student
s unmanageable and do not enforce discipline at all.
Where school class sizes are typically 40 to 50 students, maintaining order in t
he classroom can divert the teacher from instruction, leaving little opportunity
for concentration and focus on what is being taught. In response, teachers may
concentrate their attention on motivated students, ignoring attention-seeking an
d disruptive students. The result of this is that motivated students, facing dem
anding university entrance examinations, receive disproportionate resources. Giv
en the emphasis on attainment of university places, administrators and governors
may regard this policy as appropriate.
Obligation to honor students rights
Main article: Discipline in Sudbury Model Democratic Schools
Sudbury model democratic schools claim that popularly based authority can mainta
in order more effectively than dictatorial authority for governments and schools
alike. They also claim that in these schools the preservation of public order i
s easier and more efficient than anywhere else. Primarily because rules and regu
lations are made by the community as a whole, thence the school atmosphere is on
e of persuasion and negotiation, rather than confrontation since there is no one
to confront. Sudbury model democratic schools' proponents argue that a school t
hat has good, clear laws, fairly and democratically passed by the entire school
community, and a good judicial system for enforcing these laws, is a school in w
hich community discipline prevails, and in which an increasingly sophisticated c
oncept of law and order develops, against other schools today, where rules are a
rbitrary, authority is absolute, punishment is capricious, and due process of la
w is unknown.[3][4]
Teacher enthusiasm
A teacher interacts with older students at a school in New Zealand
Since teachers can affect how students perceive the course materials, it has bee
n found that teachers who showed enthusiasm towards the course materials and stu
dents can affect a positive learning experience towards the course materials. On
teacher/course evaluations, it was found that teachers who have a positive disp
osition towards the course content tend to transfer their passion to receptive s
tudents.[5] These teachers do not teach by rote but attempt to find new invigora
tion for the course materials on a daily basis.[6] One of the difficulties in th
is approach is that teachers may have repeatedly covered a curriculum until they
begin to feel bored with the subject which in turn bores the students as well.
Students who had enthusiastic teachers tend to rate them higher than teachers wh
o didn't show much enthusiasm for the course materials.[7]
Teachers that exhibit enthusiasm can lead to students who are more likely to be
engaged, interested, energetic, and curious about learning the subject matter. R
ecent research has found a correlation between teacher enthusiasm and students'
intrinsic motivation to learn and vitality in the classroom.[8] Controlled, expe
rimental studies exploring intrinsic motivation of college students has shown th
at nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramati
c movements which are varied, and emotional facial expressions, result in colleg
e students reporting higher levels of intrinsic motivation to learn.[9] Students
who experienced a very enthusiastic teacher were more likely to read lecture ma

terial outside of the classroom.

There are various mechanisms by which teacher enthusiasm may facilitate higher l
evels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom
atmosphere full of energy and enthusiasm which feed student interest and excitem
ent in learning the subject matter.[10] Enthusiastic teachers may also lead to s
tudents becoming more self-determined in their own learning process. The concept
of mere exposure indicates that the teacher's enthusiasm may contribute to the
student's expectations about intrinsic motivation in the context of learning. Al
so, enthusiasm may act as a "motivational embellishment"; increasing a student's
interest by the variety, novelty, and surprise of the enthusiastic teacher's pr
esentation of the material. Finally, the concept of emotional contagion, may als
o apply. Students may become more intrinsically motivated by catching onto the e
nthusiasm and energy of the teacher.[citation needed]
Research shows that student motivation and attitudes towards school are closely
linked to student-teacher relationships. Enthusiastic teachers are particularly
good at creating beneficial relations with their students. Their ability to crea
te effective learning environments that foster student achievement depends on th
e kind of relationship they build with their students.[11][12][13][14] Useful te
acher-to-student interactions are crucial in linking academic success with perso
nal achievement.[15] Here, personal success is a student's internal goal of impr
oving himself, whereas academic success includes the goals he receives from his
superior. A teacher must guide his student in aligning his personal goals with h
is academic goals. Students who receive this positive influence show stronger se
lf-confidence and greater personal and academic success than those without these
teacher interactions.[14][16][17]
Students are likely to build stronger relations with teachers who are friendly a
nd supportive and will show more interest in courses taught by these teachers.[1
5][16] Teachers that spend more time interacting and working directly with stude
nts are perceived as supportive and effective teachers. Effective teachers have
been shown to invite student participation and decision making, allow humor into
their classroom, and demonstrate a willingness to play.[12]
The way a teacher promotes the course they are teaching, the more the student wi
ll get out of the subject matter. The three most important aspects of teacher en
thusiasm are enthusiasm about teaching, enthusiasm about the students, and enthu
siasm about the subject matter. A teacher must enjoy teaching. If they do not en
joy what they are doing, the students will be able to tell. They also must enjoy
being around their students. A teacher who cares for their students is going to
help that individual succeed in their life in the future. The teacher also need
s to be enthusiastic about the subject matter they are teaching. For example, a
teacher talking about chemistry needs to enjoy the art of chemistry and show tha
t to their students. A spark in the teacher may create a spark of excitement in
the student as well. An enthusiastic teacher has the ability to be very influent
ial in the young students life.
Misconduct and gender balance
See also: Child abuse
Misconduct by teachers, especially sexual misconduct, has been getting increased
scrutiny from the media and the courts.[18] A study by the American Association
of University Women reported that 9.6% of students in the United States claim t
o have received unwanted sexual attention from an adult associated with educatio
n; be they a volunteer, bus driver, teacher, administrator or other adult; somet
ime during their educational career.[19]
A study in England showed a 0.3% prevalence of sexual abuse by any professional,
a group that included priests, religious leaders, and case workers as well as t
eachers.[20] It is important to note, however, that the British study referenced

above is the only one of its kind and consisted of "a random ... probability sa
mple of 2,869 young people between the ages of 18 and 24 in a computer-assisted
study" and that the questions referred to "sexual abuse with a professional," no
t necessarily a teacher. It is therefore logical to conclude that information on
the percentage of abuses by teachers in the United Kingdom is not explicitly av
ailable and therefore not necessarily reliable. The AAUW study, however, posed q
uestions about fourteen types of sexual harassment and various degrees of freque
ncy and included only abuses by teachers. "The sample was drawn from a list of 8
0,000 schools to create a stratified two-stage sample design of 2,065 8th to 11t
h grade students"Its reliability was gauged at 95% with a 4% margin of error.
In the United States especially, several high-profile cases such as Debra LaFave
, Pamela Rogers, and Mary Kay Letourneau have caused increased scrutiny on teach
er misconduct.
Chris Keates, the general secretary of National Association of Schoolmasters Uni
on of Women Teachers, said that teachers who have sex with pupils over the age o
f consent should not be placed on the sex offenders register and that prosecutio
n for statutory rape "is a real anomaly in the law that we are concerned about."
This has led to outrage from child protection and parental rights groups.[21] F
ears of being labelled a pedophile or hebephile has led to several men who enjoy
teaching avoiding the profession.[22] This has in some jurisdictions reportedly
led to a shortage of male teachers.[23]
Occupational hazards
Teachers face several occupational hazards in their line of work, including occu
pational stress, which can negatively impact teachers' mental and physical healt
h, productivity, and students' performance. Stress can be caused by organization
al change, relationships with students, fellow teachers, and administrative pers
onnel, working environment, expectations to substitute, long hours with a heavy
workload, and inspections. Teachers are also at high risk for occupational burno
ut.[24]
A 2000 study found that 42% of UK teachers experienced occupational stress, twic
e the figure for the average profession. A 2012 study found that teachers experi
enced double the rate of anxiety, depression, and stress than average workers.[2
4]
There are several ways to mitigate the occupational hazards of teaching. Organiz
ational interventions, like changing teachers' schedules, providing support netw
orks and mentoring, changing the work environment, and offering promotions and b
onuses, may be effective in helping to reduce occupational stress among teachers
. Individual-level interventions, including stress-management training and couns
eling, are also used to relieve occupational stress among teachers.[24]
Teaching around the world
Retired army major Agnar O. P. Strandberg taught math and physics at a junior co
llege in Danderyd, Sweden, in the 1960s
There are many similarities and differences among teachers around the world. In
almost all countries teachers are educated in a university or college. Governmen
ts may require certification by a recognized body before they can teach in a sch
ool. In many countries, elementary school education certificate is earned after
completion of high school. The high school student follows an education specialt
y track, obtain the prerequisite "student-teaching" time, and receive a special
diploma to begin teaching after graduation. In addition to certification, many e
ducational institutions especially within the US, require that prospective teach
ers pass a background check and psychiatric evaluation to be able to teach in cl
assroom. This is not always the case with adult further learning institutions bu
t is fast becoming the norm in many countries as security[15] concerns grow.

International schools generally follow an English-speaking, Western curriculum a

nd are aimed at expatriate communities.[25]
Australia
Main article: Education in Australia
Education in Australia is primarily the responsibility of the individual states
and territories. Generally, education in Australia follows the three-tier model
which includes primary education (primary schools), followed by secondary educat
ion (secondary schools/high schools) and tertiary education (universities and/or
TAFE colleges).
Canada
Main article: Education in Canada
Teaching in Canada requires a post-secondary degree Bachelor's Degree. In most p
rovinces a second Bachelor's Degree such as a Bachelor of Education is required
to become a qualified teacher. Salary ranges from $40,000/year to $90,000/yr. Te
achers have the option to teach for a public school which is funded by the provi
ncial government or teaching in a private school which is funded by the private
sector, businesses and sponsors.
France
Main article: Education in France
In France, teachers, or professors, are mainly civil servants, recruited by comp
etitive examination.
Germany
Main article: Education in Germany
In Germany, teachers are mainly civil servants recruited in special university c
lasses, called Lehramtstudien (Teaching Education Studies). There are many diffe
rences between the teachers for elementary schools (Grundschule), lower secondar
y schools (Hauptschule), middle level secondary schools (Realschule) and higher
level secondary schools (Gymnasium). Salaries for teachers depend on the civil s
ervants' salary index scale (Bundesbesoldungsordnung).
Ireland
Main article: Education in the Republic of Ireland
Salaries for primary teachers in Ireland depend mainly on seniority (i.e. holdin
g the position of principal, deputy principal or assistant principal), experienc
e and qualifications. Extra pay is also given for teaching through the Irish lan
guage, in a Gaeltacht area or on an island. The basic pay for a starting teacher
is 27,814 p.a., rising incrementally to 53,423 for a teacher with 25 years servic
e. A principal of a large school with many years experience and several qualific
ations (M.A., H.Dip., etc.) could earn over 90,000.[26]
Teachers are required to be registered with the Teaching Council; under Section
30 of the Teaching Council Act 2001, a person employed in any capacity in a reco
gnised teaching post - who is not registered with the Teaching Council - may not
be paid from Oireachtas funds.[27][28]
From 2006 Garda vetting has been introduced for new entrants to the teaching pro
fession. These procedures apply to teaching and also to non-teaching posts and t
hose who refuse vetting "cannot be appointed or engaged by the school in any cap
acity including in a voluntary role". Existing staff will be vetted on a phased
basis.[29][30]
United Kingdom
Main article: Education in the United Kingdom
Education in the United Kingdom is a devolved matter with each of the countries
of the United Kingdom having separate systems.

England
Main article: Education in England
Salaries for Nursery, Primary and Secondary School teachers ranged from 20,133 to
41,004 in September 2007, although some salaries can go much higher depending on
experience and extra responsibilities.[31] Preschool teachers may earn 20,980 an
nually.[citation needed] Teachers in state schools must have at least a bachelor
's degree, complete an approved teacher education program, and be licensed.
Many counties offer alternative licensing programs to attract people into teachi
ng, especially for hard-to-fill positions. Excellent job opportunities are expec
ted as retirements, especially among secondary school teachers, outweigh slowing
enrollment growth; opportunities will vary by geographic area and subject taugh
t.[citation needed]
Scotland
Main article: Education in Scotland
In Scotland, anyone wishing to teach must be registered with the General Teachin
g Council for Scotland (GTCS). Teaching in Scotland is an all graduate professio
n and the normal route for graduates wishing to teach is to complete a programme
of Initial Teacher Education (ITE) at one of the seven Scottish Universities wh
o offer these courses. Once successfully completed, "Provisional Registration" i
s given by the GTCS which is raised to "Full Registration" status after a year i
f there is sufficient evidence to show that the "Standard for Full Registration"
has been met.[32]
For the salary year beginning April 2008, unpromoted teachers in Scotland earned
from 20,427 for a Probationer, up to 32,583 after 6 years teaching, but could the
n go on to earn up to 39,942 as they complete the modules to earn Chartered Teach
er Status (requiring at least 6 years at up to two modules per year.) Promotion
to Principal Teacher positions attracts a salary of between 34,566 and 44,616; Dep
uty Head, and Head teachers earn from 40,290 to 78,642.[33] Teachers in Scotland c
an be registered members of trade unions such as ATL.
Wales
Main article: Education in Wales
Education in Wales differs in certain respects from education elsewhere in the U
nited Kingdom. For example, a significant number of students all over Wales are
educated either wholly or largely through the medium of Welsh: in 2008/09, 22 pe
r cent of classes in maintained primary schools used Welsh as the sole or main m
edium of instruction. Welsh medium education is available to all age groups thro
ugh nurseries, schools, colleges and universities and in adult education; lesson
s in the language itself are compulsory for all pupils until the age of 16.
Teachers in Wales can be registered members of trade unions such as ATL, NUT or
NASUWT and reports in recent years suggest that the average age of teachers in W
ales is falling with teachers being younger than in previous years.[34] A growin
g cause of concern are that attacks on teachers in Welsh schools which reached a
n all-time high between 2005 and 2010.[35]
United States
Main article: Education in the United States
Further information: Paraprofessional educator
In the United States, each state determines the requirements for getting a licen
se to teach in public schools. Teaching certification generally lasts three year
s, but teachers can receive certificates that last as long as ten years.[36] Pub
lic school teachers are required to have a bachelor's degree and the majority mu
st be certified by the state in which they teach. Many charter schools do not re
quire that their teachers be certified, provided they meet the standards to be h
ighly qualified as set by No Child Left Behind. Additionally, the requirements f

or substitute/temporary teachers are generally not as rigorous as those for full

-time professionals. The Bureau of Labor Statistics estimates that there are 1.4
million elementary school teachers,[37] 674,000 middle school teachers,[38] and
1 million secondary school teachers employed in the U.S.[39]
In the past, teachers have been paid relatively low salaries. However, average t
eacher salaries have improved rapidly in recent years. US teachers are generally
paid on graduated scales, with income depending on experience. Teachers with mo
re experience and higher education earn more than those with a standard bachelor
's degree and certificate. Salaries vary greatly depending on state, relative co
st of living, and grade taught. Salaries also vary within states where wealthy s
uburban school districts generally have higher salary schedules than other distr
icts. The median salary for all primary and secondary teachers was $46,000 in 20
04, with the average entry salary for a teacher with a bachelor's degree being a
n estimated $32,000. Median salaries for preschool teachers, however, were less
than half the national median for secondary teachers, clock in at an estimated $
21,000 in 2004.[40] For high school teachers, median salaries in 2007 ranged fro
m $35,000 in South Dakota to $71,000 in New York, with a national median of $52,
000.[41] Some contracts may include long-term disability insurance, life insuran
ce, emergency/personal leave and investment options.[42] The American Federation
of Teachers' teacher salary survey for the 2006-07 school year found that the a
verage teacher salary was $51,009.[43] In a salary survey report for K-12 teache
rs, elementary school teachers had the lowest median salary earning $39,259. Hig
h school teachers had the highest median salary earning $41,855.[44] Many teache
rs take advantage of the opportunity to increase their income by supervising aft
er-school programs and other extracurricular activities. In addition to monetary
compensation, public school teachers may also enjoy greater benefits (like heal
th insurance) compared to other occupations. Merit pay systems are on the rise f
or teachers, paying teachers extra money based on excellent classroom evaluation
s, high test scores and for high success at their overall school. Also, with the
advent of the internet, many teachers are now selling their lesson plans to oth
er teachers through the web in order to earn supplemental income, most notably o
n TeachersPayTeachers.com.[45]
Spiritual teacher
Main article: Spiritual teacher
There are many forms of spiritual or religious teachers in Christianity, across
all three major traditions - (Roman) Catholic, (Eastern) Orthodox Catholic, and
Protestant/Non-Denominational, with a stronger tradition of spiritual formation
in the more historic and authoritarian/hierarchical Christian traditions with a
long tradition of "discernment of spirits", of vocations, and other aspects of s
piritual life, especially the Roman and Orthodox Catholic Churches. These positi
ons include: the honoured but informal position of starets or elder - a man (or,
less often, woman), often a monastic, considered to be graced by God with certa
in gifts for the guidance of souls and the detection and correction of prelest (
spiritual pride or deception) - who acts as a spiritual guide or father in the O
rthodox Catholic tradition, especially Russian Orthodoxy (see Optina Monastery,
which had a long line of said starets); the Priest or Confessor in Roman Catholi
cism, who is often a man in Holy Orders but may be a monastic or other person re
spected for his spiritual accomplishments or acumen (even the Pope of Rome has a
Confessor, who is not always a bishop, and, due to the hierarchical structure o
f the Roman Church, can not be his equal in authority), which is often a semi-of
ficial to official position, as opposed to the unofficial positions of spiritual
guides in the Orthodox Catholic and Protestant traditions; and the almost-exclu
sively informal arrangements (generally formal only in members who are under som
e form of church discipline) of mentorship (both of adults and children, in the
latter case often a youth pastor) in the Protestant and Non-Denominational tradi
tions, which boundaries can be blurred with the more typically Roman "confessor"
position in some of the more historic and conservative Reformation Churches, su
ch as some of the Lutheran and Anglican. In keeping with the individualistic nat

ure of most Protestant denominations, the emphasis on being guided in spiritual

development is small, with a heavy emphasis placed on heavy reading and personal
, Spirit-enlightened interpretation of the Holy Bible.
In The Church of Jesus Christ of Latter-day Saints (LDS Church), the teacher is
an office in the Aaronic priesthood, generally conferred on young boys or recent
converts, and has little in common with the "spiritual teacher" archetype. The
role of "spiritual teacher" may be filled by many individuals in the LDS Church,
often a trusted friend, who may hold any office, from Elder to Bishop, or no of
fice at all. The emphasis on spiritual mentorship in the LDS Church is similar t
o that in the more "low-church" traditions of Protestantism, with a stronger emp
hasis placed on the husband and father of a family to provide spiritual guidance
for all of his family, ideally in consultation with his wife, even if the husba
nd is not a member of the LDS Church, based on interpretatios of certain Biblica
l texts which proclaim the spiritual authority of husbands in marriage. Even Pri
esthood representatives are expected to defer to the father of the house when in
his home. Further, additional spiritual guidance is offered by those holding th
e office of Patriarch, which is supposed by Latter-day Saints to grant certain g
ifts of the Spirit, such as the ability to prophesy, to its holders. This guidan
ce is generally offered during a ceremony called the patriarchal blessing.
In Hinduism the spiritual teacher is known as a guru, and, in many traditions of
Hinduism - especially those common in the West - the emphasis on spiritual ment
orship is extremely high, with gurus often exercising a great deal of control ov
er the lives of their disciples.
In Tibetan Buddhism the teachers of Dharma in Tibet are most commonly called a L
ama. A Lama who has through phowa and siddhi consciously determined to be reborn
, often many times, in order to continue their Bodhisattva vow is called a Tulku
.
There are many concepts of teachers in Islam, ranging from mullahs (the teachers
at madrassas) to ulemas, who teach of the laws of Islam for the proper way of I
slamic living according to the Sunnah and Ahadith, and can render legal verdicts
upon matters of Islamic law in accordance with the teaching of one of the Four
Schools of Jurisprudence. In the more spiritual or mystical Islamic tradition of
Sufism, the position of spiritual teacher and an esoteric (as opposed to exoter
ic, or actions-oriented, e.g. the Five Pillars of Islam) spirituality and spirit
ual knowledge takes on a more important dimension, with emphasis on learning fro
m living saints - the highest of which is a Qutb - and of traditions passed down
from initiate to initiate, and traceable back to the founder of the order.
A Rabbi is generally regarded as the Jewish spiritual teacher, and has many othe
r responsibilities.
Popular educators
Edith Abbott
Howard Adelman
Raymond Macdonald Alden
Henry James Anderson
Charles William Bardeen
Lancelot Bavin
Juan Pablo Bonet
Leib Glantz
Charles Rollin
Charles Wedemeyer
See also
Assistant teacher
Bullying in teaching
Certified teacher

School of education
Student teacher
Substitute teacher
Teacher Support Network (in the UK)
References
^ Walter Evans (1965) letter to Roy Glasgow of Naval Postgraduate School, quoted
by his son Gregory Walter Evans (December 2004) "Bringing Root Locus to the Cla
ssroom", IEEE Control Systems Magazine, page 81
^ "Ingraham v. Wright". Bucknell.edu. Retrieved 2011-07-31.
^ The Crisis in American Education
An Analysis and a Proposal, The Sudbury Valle
y School (1970), Law and Order: Foundations of Discipline (pg. 49-55). Retrieved
November 15, 2009.
^ Greenberg, D. (1987) The Sudbury Valley School Experience "Back to Basics - Po
litical basics."
Knowing all this, we would expect; nay, insist (one would think) that the school
s, in training their students to contribute productively to the political stabil
ity and growth of America, would be democratic and non-autocratic; be governed b
y clear rules and due process; be guardians of individual rights of students. A
student growing up in schools having these features would be ready to move right
into society at large. I think it is safe to say that the individual liberties
so cherished by our ancestors and by each succeeding generation will never be re
ally secure until our youth, throughout the crucial formative years of their min
ds and spirits, are nurtured in a school environment that embodies these basic A
merican truths.
Retrieved January 4, 2010.
^ Teaching Patterns: a Pattern Language for Improving the Quality of Instruction
in Higher Education Settings by Daren Olson. Page 96
^ Motivated Student: Unlocking the Enthusiasm for Learning by Bob Sullo. Page 62
^ Barkley, S., & Bianco, T. (2006). The Wonder of Wows. Kappa Delta Pi Record, 4
2(4), 148-151.
^ Patrick, B.C., Hisley, J. & Kempler, T. (2000) "What's Everybody so Excited ab
out?": The Effects of Teacher Enthusiasm on Student Intrinsic Motivation and Vit
ality", The Journal of Experimental Education, Vol. 68, No. 3, pp. 217-236
^ Brooks, Douglas M. (1985). "The Teacher's Communicative Competence: The First
Day of School". Theory Into Practice 24 (1): 63.
^ Amatora, M. (1950). Teacher Personality: Its Influence on Pupils. Education, 7
1(3), 154-158
^ Baker, J. A., Terry, T., Bridger, R., & Winsor, A. (1997). Schools as caring c
ommunities: A relational approach to school reform. School Psychology Review, 26
, 576-588.
^ a b Bryant, Jennings . 1980. Relationship between college teachers' use of hum
or in the classroom and students' evaluations of their teachers. Journal of educ
ational psychology. 72, 4.
^ Fraser, B. J., & Fisher, D. L. (1982). Predicting students' outcomes from thei
r perceptions of classroom psychosocial environment. American Educational Resear
ch Journal, 19, 498- 518.
^ a b Hartmut, J. (1978). Supportive dimensions of teacher behavior in relations
hip to pupil emotional cognitive processes. Psychologie in Erziehung und Unterri
cht, 25, 69-74.
^ a b c Osborne, E.;. Salzberger, I.; Wittenberg, G. W.. 1999. The Emotional Exp
erience of Learning and Teaching. Karnac Books, London.
^ a b Baker, J. A.Teacher-Student Interaction in Urban At-Risk Classrooms: Diffe
rential Behavior, Relationship Quality, and Student Satisfaction with School. Th
e Elementary School Journal Volume 100, Number 1, 1999 by The University of Chic
ago.
^ Moos, R. H. (1979). Evaluating Educational Environments: Measures, procedures,
findings, and policy implications. San Francisco: Jossey-Bass.
^ Goorian, Brad (December 1999). "Sexual Misconduct by School Employees" (PDF).
ERIC Digest (134): 1. ERIC #: ED436816. Archived from the original (PDF) on 2008
-02-27. Retrieved 2008-01-17.

^ Shakeshaft, Charol (June 2004). "Educator Sexual Misconduct: A Synthesis of Ex

isting Literature" (PDF). U.S. Department of Education, Office of the Under Secr
etary. p. 28. Retrieved 2008-01-17.
^ Educator Sexual Misconduct: A Synthesis of Existing Literature see page 8 and
page 20
^ "Union Official: Teachers Who Engage in Consensual Sex With Teen Pupils Should
n't Face Prosecution". Fox News. 2008-10-06.
^ Kissen, Rita (2002). Getting Ready for Benjamin: Preparing Teachers for Sexual
Diversity in the classroom. p. 62.
^ http://www.abc.net.au/7.30/stories/s72521.htm
^ a b c Naghieh, Ali; Montgomery, Paul; Bonell, Christopher P.; Thompson, Marc;
Aber, J. Lawrence (2015). "Organisational interventions for improving wellbeing
and reducing work-related stress in teachers". The Cochrane Database of Systemat
ic Reviews 4: CD010306. doi:10.1002/14651858.CD010306.pub2. ISSN 1469-493X. PMID
25851427.
^ Teachers International Consultancy (2008-07-17). "Teaching at international sc
hools is not TEFL". Retrieved 2009-01-10.
^ "Circular 0040/2011 (New Pay Scales for New Appointees to Teaching in 2011)" (
PDF). Department of Education, Ireland. Retrieved 23 July 2012.
^ "Requirement For Teachers To Be Registered With The Teaching Council Under Sec
tion 30 Of The Teaching Council Act, 2001". Department of Education and Skills,
Ireland. Retrieved 23 July 2012.
^ "Teaching Council Act, 2001". Office of the Attorney General, Ireland. Retriev
ed 23 July 2012.
^ "New arrangements for the vetting of teaching and non-teaching staff". Departm
ent of Education and Science, Ireland. Retrieved 23 July 2012.
requirements for Garda vetting". Department of Educati
^ "Recruitment procedures
on and Science, Ireland. Retrieved 23 July 2012.
^ "'Teacher Salaries from September 2007' TDA (Training and Development Agency)"
(PDF). Tda.gov.uk. 2011-03-31. Retrieved 2011-07-31.
^ Training to be a teacher GTC Scotland
^ [1]
^ "Wales' teachers 'getting younger'". BBC News. 2010-04-20.
^ "Attacks on teachers in Wales on the rise". BBC News. 2010-10-07.
^ "Teacher certification". Teacherportal.com. Retrieved 2011-07-31.
^ "Elementary School Teachers, Except Special Education". Bls.gov. 2011-05-17. R
etrieved 2011-07-31.
^ "Middle School Teachers, Except Special and Vocational Education". Bls.gov. 20
11-05-17. Retrieved 2011-07-31.
^ "Secondary School Teachers, Except Special and Vocational Education". Bls.gov.
2011-05-17. Retrieved 2011-07-31.
^ "U.S. Department of Labor: Bureau of Labor Statistics. (July 18, 2007). Teache
rs Preschool, Kindergarten, Elementary, Middle, and Secondary: Earnings". Retrieve
d 2007-10-11.
^ "U.S. Department of Labor: Bureau of Labor Statistics. (August, 2007). Spotlig
ht on Statistics: Back to School". Retrieved 2007-10-11.
^ "Make It Happen: A Student's Guide," National Education Association. Retrieved
7/5/07.
^ 2007 "Survey & Analysis of Teacher Salary Trends," American Federation of Teac
hers. Retrieved 8/7/10.
^ 2008 "Teacher Salary- Average Teacher Salaries" PayScale. Retrieved 9/16/08.
^ Hu, Winnie (2009-11-14). "Selling Lessons Online Raises Cash and Questions". N
ytimes.com. Retrieved 2011-07-31.
External links
OECD's Education GPS, a review of education policy analysis and statistics: Teac
hers
Wikiquote has quotations related to: Teachers
Look up teacher in Wiktionary, the free dictionary.
Media related to Teaching at Wikimedia Commons

Authority control
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