Teachers’ Perception of their Role in the Classroom, School and Society in Harare Metropolitan Province of Zimbabwe

Abstract

The study sought to investigate and analyse teachers’ perception of their role in the school and society in Harare Metropolitan Province and measure the extent to which teachers perceive their role as “diffuse” or just “restricted” to the traditional role of instruction. The investigation employed the survey research design, which was mainly quantitative in nature.  The study was conducted in 145 schools: 102 primary and 43 secondary schools. The sample of 360 teachers was randomly selected from145 schools. The research findings revealed that teachers had a very diffuse conception of their role; and perceived their role in the school and society as: Instructor of subject disciplines, moral training, social adjustment of learners, director of sport, and mentor of leadership and guidance in community development programmes. The study recommended that teachers receive adequate training in the social adjustment of learners; and that all teachers graduating from teacher training institutions have expertise in at least two sporting disciplines which they should promote when deployed to schools. The study urged teachers to develop a richer perception of their role for them to more effectively function and be aware of their broader, national and global educational responsibility. Accordingly, a call was made to teachers to be familiar with their ‘diffuse’ role, multiple roles, and have adequate training to perform them effectively. Pursuant to the attainment of these goals, schools and Ministry of Education should conduct relevant faculty and national teacher development programmes so that teachers receive in-service training in their ‘diffuse’ role.