The Professionalism of Teachers Should be Respected

Topics: Teaching

Freedom of speech is fully enjoyed by Hong Kong residents. However, some clashes of opinions have led to the emergence of illegal anti-government activities. With some claiming to be triggered by the teachers brainwashing while others believe the professionalism of teachers should be highly respected. In the following, I would delve into analyzing both sides via the use of sociological perspectives. To embark on, teachers are held responsible for such diverse opinions due to the moral education given. This moral education comprises of accepted values and beliefs, which the school holds onus for the promotion and installation in the student’s minds.

In fact, moral education is vital for the socialization of these students in the society. The functionalist perspective looks at society as consisting of various parts and the balance of the society is attained by the functioning of individual institutions which would then contribute to the functioning of the society.

Evaluating from the functionalist perspective, schools hold the responsibility for the transmission of collective values for social unity/ harmony and for the prevention of disintegration of the society. In fact, moral values are considered as the basis for the society in accordance to Durkheim. Moving to the conflict perspective, it has been inferred that positions held by individuals in regards to society and the education system are shaped by one’s racial background and ethnicity. Now evaluating the conflict perspective, the installation of these values are performed for the maintenance of social order/control. This is because it would eliminate the risk of people with conflicting beliefs if they are given accepted values.

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However, these accepted values are somehow brainwashing tactics from the privileged class and compelling if these values would lead to disputes among groups if the values upheld by an individual are different.

Furtheron, the interactionist perspective is seen as how individuals become participants in negotiations and how interactions result in meaning given to concepts. Now looking from the lens of interactionist perspective, these values are learnt via the student-teacher interactions which becomes a deciding factor when it comes to the acceptable and unacceptable behaviors in the society. Further on, the power distribution among the teacher and students aids in the accumulation of moral values where rules set by teachers are adhered to by students. Such practices aid in the accumulation of values such as conformity, obedience, and authority.In addition, the postmodernist perspective is seen where the public is given a choice without imposing it on them as a firm decision. Moving to the postmodernist perspective, in accordance with the concept of relativism, there is no fixed or absolute morality as people with different ethnical backgrounds and experiences uphold different moral codes. However, the decision an individual takes should take into consideration that it has a cost/price to pay.

Secondly, teachers should be held liable as political socialization begins with the hidden curriculum and the knowledge of national education. Political socialization is a process of how the public perceives concepts in regards to politics in order to form political views. Such socialization is initiated in terms of the hidden curriculum and via the formation of patriotism and national identity. According to Talcott (1940), the main aim of education is to take over the responsibility of the student’s socialization process in order to learn societal demands and to live in conformity. From the functionalist perspective, the hidden curriculum is vital for the sustenance of society. In fact, the hidden curriculum is the responsibility of the school for teaching and emphasizing the concept of conformity when it comes to societal demands in order to live in harmony. In terms of national education, the functionalists believe that it is the onus of the school for the transmission of national education in the development of a sense of patriotism and emotional attachment with the nation.

Moving to the conflict perspective, both the hidden curriculum and national education is seen as creating inequalities. This is because it aids in the preparation of an obedient and submissive individual but does not prepare for pursuing an oppression-free society. In fact, the concept of national education is seen as the compelling of the privileged class of monopolizing their practice of power by forcing a set of cultures beneficial to them. Such an act contributes to the loss of national identity among members of society. Now looking from the interactionist perspective, the hidden curriculum is taught via the student-teacher interaction on the basis of negotiation strategies which becomes a detrimental factor in the formation of moral values/beliefs. The concept of “right answerism” would put the teacher at a higher position and one who is always delivering acceptable and right answers.

The permission to talk in these student-teacher interactions is also an indicator to demonstrate the power and control by the teachers which indeed makes this hidden curriculum creating inequality. Values such as authority, obedience, and conformity are learned. In terms of national identity, the concept learned via national education would evoke in certain social interactions when it comes to the topic of nationality but would not be included in daily conversations among individuals and hence would not hold such importance in regards to the interactionist perspective. Lastly, the postmodernist perspective believes the national education among people from diverse cultural beliefs/values cannot render with the ideal identity they dream of. Hence, a standard or universally upheld knowledge should not be practiced and the concept of relativism should be held where there is no fixed or absolute national identity.

On the contrary, the teachers should not be held responsible as the control of education is in the hands of the government or state. This indirectly implies that the curriculum taught is formed by the government prior to being given to the teacher for teaching and drilling of these values. Hence, it is not a reflection of their own views but the views which are held by the government and school authorities. Viewing the formation of the curriculum from the functionalists’ perspective, it is seen as a method for the drilling of values and norms essential for the better integration in the society and renders with a sense of belonging. Such a standardized curriculum is created in order to help in the better preparation of employment and is used to foster social unity and cohesion. Such control aids in the creation of social harmony and preparing for future development.

Moving to the conflict perspective, the control of authorities over education is seen as preserving inequalities among members in the society. The curriculum is made by the people in power as it is seen to preserve these hierarchical differences, which aids in the formation of obedient and submissive individuals complying with rules. In fact, major educational policies are reviewed by the Executive Council prior to their implementation by the schools. Hence, the government is seen as a spokesperson for the privileged class by giving the power of authority to the people in power. Now looking via the interactionist perspective, the content of the curriculum would not hold much influence but the interactions among the teacher and students would have an impact as academic performance of a student is based on those interactions in regards to the concept of labeling theory.

For example, lower expectations from a student would lead to a poorer grade of that labeled student. Via the lens of the postmodernist perspective, the curriculum designed should be able to cater to students with diverse opinions and should not be considered superior or inferior to other curriculums. In fact, it should not be imposed on the students as a standardized version. The concept of diversity should be implemented where it should be able to cater to all students and the need to improve or transform the critical pedagogy is vital from the postmodernist perspective. Secondly, in accordance with the teachers’ professionalism, the teachers should not be held accountable for the conflicting viewpoints. Referring to the professional standard model, a certain code of practice should be used to define the professional standard. For example, the prohibition of using abusive language and unethical behavior. Further on, a high moral standard is expected from teachers as they are responsible for the training of the next generations.

However, among all the 3 models namely the traits model, the historical model, and the professional standard model, none of the models indicate that teachers are accountable to the authority. As their main job is to adhere to the rules and commands given by the school authority, their personal opinions are not included in their teaching in order not to mix their personal life with their professional life. Now looking at professionalism via a functionalist perspective, a person from a profession is given certain rights and responsibilities which they should perform in order for the society to function smoothly. For instance, teachers are considered as professional with qualifications and competent to perform their duty as a teacher and are regarded as having great moral standards. In fact, the traditional Chinese view of teachers looks upon teachers as having a higher social status.

Such views aid in the formation of the ideology of a teacher considered as a professional. From the conflict perspective, professionalism is seen as one of their tactics to protect their rights via their use of power by being in the privilege class. Such a move is considered as unfair and biased as people with lower class are exploited in the entire process. Now looking via the lens of interactionist perspective, the illegal participation is seen as a type of negotiation with the government indicating the people holding a particular viewpoint. In fact, the responsibility of a teacher is to enhance the wisdom of its students to make a decision in their best interests. Hence, the teaching of critical thinking does not have much impact on the individuals but the interactions between the government and the protestors is vital for triggering of the matter.

Lastly, from the postmodernist perspective, teachers are responsible for delivering and teaching moral codes and behaviors. However, they are not able to dictate morals to be drilled into the student’s mind and hence are considered as mere facilitators but not controllers. In addition, according to postmodernism, no values should be imposed on students. In fact, such views should be respected as well as the professionalism of teachers. Which is to say that teachers should not be held responsible as the professionalism of teachers has no correlation with the chaos created in the name of democracy by students having conflicting viewpoints. All in all, I believe teachers’ professionalism should be respected and the formation of values/beliefs are of an individual’s own choice and hence cannot be forcefully impose on students for social unity/ harmony with the arguments explained in greater detail above.

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The Professionalism of Teachers Should be Respected. (2022, Dec 16). Retrieved from

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