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Why Are Teachers Important in Our Society?

Updated: June 19, 2024

Published: August 12, 2019

Teachers are arguably the most important members of our society. They give children purpose, set them up for success as citizens of our world, and inspire in them a drive to do well and succeed in life. The children of today are the leaders of tomorrow, and teachers are that critical point that makes a child ready for their future. Why are teachers important? Let’s count the ways…

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How do teachers influence students.

Teachers can profoundly impact students’ academic success, personal growth, and lifelong learning. Through effective instruction and mentorship, they promote positive relationships and inspire students to reach their full potential. By creating a supportive learning environment, they can help students develop essential skills for future success.

Reasons Why Teachers Matter

Children carry what they are taught at a young age throughout the rest of their lives. They will use what they have learned to influence society. Everyone knows that today’s youth will become tomorrow’s leaders, and teachers have access to educate the youth in their most impressionable years — whether that is in teaching preschool, teaching extracurriculars, sports or traditional classes.

Teachers have the ability to shape leaders of the future in the best way for society to build positive and inspired future generations and therefore design society, both on a local and global scale. In reality, teachers have the most important job in the world. Those who have an impact on the children of society have the power to change lives. Not just for those children themselves, but for the lives of all.

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How teachers bring change in a student’s life.

Great teachers have the ability to change lives for the better.

Teachers can act as a support system that is lacking elsewhere in students’ lives. They can be a role model and an inspiration to go further and to dream bigger. They hold students accountable for their successes and failures and good teachers won’t let their talented students get away with not living up to their full potential.

Teachers of all walks of life and subjects have the ability to shape opinions and help form ideas about society, life and personal goals. Teachers can also expand students’ limits and push their creativity.

Teaching is a tough job, but it is one where you can make the most impact in another person’s life. If you’re thinking of becoming a teacher, here are even more reasons why you should invest in a teaching career .

Role Models

Teachers are the ultimate role models for students. The fact that students come into contact with many different types of teachers in their academic career means that more likely than not, there will be a teacher that speaks to them.

The teacher-student connection is invaluable for some students, who may otherwise not have that stability. Teachers will stay positive for their students even when things can seem grim. A great teacher always has compassion for their students, understanding of their students’ personal lives, and appreciation for their academic goals and achievements. Teachers are role models for children to be positive, always try harder, and reach for the stars.

They Provide the Power of Education

Knowledge and education are the basis for all things that can be accomplished in life. Teachers provide the power of education to today’s youth, thereby giving them the possibility for a better future.

Teachers simplify the complex, and make abstract concepts accessible to students. Teachers also expose children to ideas and topics that they might otherwise not have come into contact with. They can expand on interests and push their students to do better.

Teachers don’t accept failure, and therefore, students are more likely to succeed. Teachers know when to push students, when to give a gentle nudge in the right direction, and when to let students figure it out on their own. But they won’t let a student give up.

Teacher provide guidance to students of all types.Teachers are able to see each child’s strengths and weaknesses and can provide assistance and guidance to either get them up to speed or push them higher.

They will help to reveal student’s best skills and teach valuable life skills as well, such as communication, compassion, presentation, organization, following directions, and more.

They are also a source of inspiration and motivation. Teachers inspire students to do well, and motivate them to work hard and keep their academic goals on track.

One of the most important parts of teaching is having dedication. Teachers not only listen, but also coach and mentor their students. They are able to help shape academic goals and are dedicated to getting their students to achieve them. Teachers have patience for their students and are understanding when a concept isn’t taking.

Teachers do what they do because they want to help others. They are not teaching for recognition or a paycheck but because they have a passion for youth and education. Teachers typically believe in the power of education and the importance of providing children with good role models and are teaching because of that belief. They are dedicated to the cause.

Finally, teachers’ dedication is shown by their ‘round-the-clock work habits. Teachers don’t stop working when the school bell rings. They are grading papers, making lessons, and communicating with parents after school and on weekends. Most teachers arrive earlier than school starts to set up their day and provide extra assistance to struggling students.

Teachers Play a Great Role in the Economic Development of the Country

Education is a fundamental aspect in the development of a country. If the youth of a society is educated, a future is born. Teachers provide the education that improves quality of life, therefore bringing so much to both individuals and society as a whole.

Teachers increase productivity and creativity of students and therefore, of future workers. When students are pushed to be creative and productive, they are more likely to be entrepreneurial and make technological advances, ultimately leading to economic development of a country.

The Most Important Characteristics of a Great Teacher

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Attributes that make a good teacher.

• Compassion: Compassion is important not only when dealing with the students but also other teachers, other school staff, and parents.
• Passion for Learning and Children: Teaching can be incredibly stressful, so great teachers must have a deep passion to keep them going every day.
• Understanding: Teachers need a deep understanding of where their students are coming from — their backgrounds, their struggles, and their abilities.
• Patience: Patience is key. This is very true of teaching, and not just patience with the students! Teachers also need patience in dealing with the school system, bureaucracy, and parents as well.
• Ability to Be a Role Model: Teachers must come into work every day knowing their students will soak up their actions like sponges. They must show how to be a good person not just by telling, but also by being.
• Communication Across Generations and Cultures: Teachers need to be able to effectively communicate with students from multiple cultures and generations, as well as teaching staff and superiors with various backgrounds and from other generations.
• Willingness to Put in the Effort: If a teacher doesn’t care or doesn’t make the effort, their students won’t either. If a teacher shows students that they do truly care, they’ll do the same.

How to Become a Teacher

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1. get experience.

Before you start studying to become a teacher, be sure that you have the patience and temperament to work with children or teenagers for seven or more hours per day. If you still want to teach and make a difference but don’t think the traditional route will work for you, consider teaching after-school classes, coaching, or adult teaching opportunities.

2. Pre-K, K-8, or High School

This decision is an important one because it will make a difference for what degree or certificate you will need. Hopefully by now, you have some idea of the age group or subject matter you would like to teach. If not, get some experience to find out. For high school teachers, you’ll need to decide on a specialization during your studies.

3. Get a Degree

All full-time teaching jobs, even preschool, require degrees nowadays. University of the People in collaboration with the International Baccalaureate (IB) offers a Master’s Degree in Education that is 100% online, tuition-free, and US accredited. Any bachelor’s degree is accepted as a prerequisite so you can start your dream of becoming a teacher, no matter your background.

4. Get a Teaching Certificate

While some independent schools do not require a teaching certificate, the vast majority do. Some graduate programs will concurrently graduate students with a degree and a certificate at the same time but others will not. In some cases, you will only need a teaching certificate and not a degree, such as with teaching English.

Why are teachers important? Teachers truly are the backbone of society. They are role models to children, offer guidance and dedication and give young people the power of education. Because of teachers, countries are able to further develop socially and economically. Next time you or your community achieve something great, take a moment to think of and be grateful for the teachers who made it possible.

FAQ Section

How do teachers impact students’ academic and personal development.

Teachers boost academic achievement and personal growth by providing guidance, fostering a positive learning environment, and acting as role models.

What qualities make a teacher effective in the classroom?

Effective teachers are compassionate, patient, knowledgeable, and able to communicate clearly. They engage students and adapt to their needs.

How do teachers adapt to diverse learning styles and needs?

Teachers use differentiated instruction, employ various teaching methods, and incorporate technology to meet diverse learning styles and needs.

Are there any challenges teachers face in today’s society?

Teachers face challenges like large class sizes, limited resources, diverse student needs, and high stress levels.

How can you become a teacher?

To become a teacher, earn a bachelor’s degree, complete a teacher preparation program, and obtain a teaching license.

Can teachers influence students’ career aspirations and choices?

Yes, teachers can inspire and guide students toward potential career paths through mentorship and exposure to various opportunities.

Are teachers properly recognized for their contributions to society?

Often, teachers are not fully recognized or compensated for their critical contributions to society, despite their significant impact.

How do teachers foster critical thinking and problem-solving skills?

Teachers encourage critical thinking and problem-solving by asking open-ended questions, promoting discussion, and incorporating real-world problems into lessons.

What innovations are enhancing teaching methods in modern society?

Innovations like digital tools, online resources, interactive learning platforms, and blended learning enhance modern teaching methods.

How can teachers inspire a love for learning in students?

Teachers inspire a love for learning by making lessons engaging, showing enthusiasm for the subject, and encouraging curiosity and exploration.

Can teachers play a role in promoting social justice and equity?

Yes, teachers can promote social justice and equity by fostering inclusive classrooms, teaching about diversity, and advocating for all students’ rights.

In this article

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone. Read More

Role of Teachers in Educations, Student Life and Importance

Teachers provide the right guidance and knowledge to differentiate between right and wrong and help them achieve life goals. Read about Role of Teachers in this article.

Table of Contents

Role of Teachers

The role of Teachers in anyone’s life is not a single-day role, but it impacts the whole personality building of students. The role of Teachers has a great influence on students who walk on the path shown by their Gurus or Teachers. Teachers influence people’s lives and the advancement of nations and society in a variety of important ways. Their responsibilities span a range of areas, including instruction, character growth, and societal effects.

The primary responsibility for transferring knowledge and academic abilities to students is with their teachers. They provide subject-matter information, offer justifications, and promote learning through a variety of instructional strategies. Outstanding teachers encourage and inspire their students to reach their greatest potential while cultivating a lifelong love of learning.

Role of Teachers in Education

Sharing knowledge.

First and foremost, teaching is the key means by which a teacher transmits knowledge. Following a predetermined curriculum and ensuring that the pupils comprehend the material are typical requirements of teaching. All of a teacher’s other responsibilities stem from this one, as it may be challenging to have any other kind of effect on a child if a teacher doesn’t fulfil this fundamental duty to transfer knowledge.

Role Modeling

Despite the fact that instructors might not consider themselves role models, they truly are. It is feasible for teachers to have some level of impact on the pupils due to the amount of time students spend with them each day or week. Whether this influence is positive or detrimental now depends on the teacher. Teaching is more than just following the curriculum; it also involves shaping the child. Teachers assist students in developing their moral character in addition to imparting knowledge.

An External Parent

A teacher’s duties go beyond adhering to a set instructional plan and timeline. The instructor unintentionally takes on the role of an external parent because they spend so much time together with the students. Teachers can serve as a mentor to help the child choose the right course. The teacher can act as a source of inspiration and guidance for the students while also encouraging them student to be the best they can be in this capacity.

Drawing Real-life Connections

Real-world examples are rapidly and easily understood by students. When teaching, a competent teacher should relate different subjects to actual events and make an effort to help students understand the material. Teachers can relate to their students since they are their closest friends. It is easier for teachers and students alike to understand even complex concepts when they are demonstrated using real-world examples.

Check here the Role of Education in Society and Economic Development in detail.

Role of Teachers in Nation-Building

Through the instruction and advice they give students, teachers play a crucial part in creating a nation’s future. Beyond the classroom, they have a significant role in shaping different facets of society and making numerous contributions to the growth of a country:

• Knowledge Dissemination: Teachers are in charge of transferring knowledge and abilities to pupils, giving them the tools they need to succeed in a variety of fields. A citizenry with a good education is necessary for a country to advance.
• Character development: Teachers impart values, ethics, and social responsibility to children in addition to academic courses. They play a crucial role in developing pupils into morally upright individuals, which is essential for a country’s social structure.
• Critical Thinking and Problem-Solving: Effective instructors promote students’ ability to think critically and solve problems creatively. These abilities are crucial for a country’s economic development and competitiveness in the international market.
• Cultural Preservation: By educating students in history, literature, and the arts, teachers contribute to the preservation of a country’s cultural legacy. They assist pupils in appreciating their cultural heritage, which is essential for maintaining national identity.
• Social Integration: Education can play a significant role in fostering social cohesiveness and integration. Teachers can help close gaps between different populations, fostering inclusivity and national cohesion.
• Promoting Civic Engagement: By teaching children about their rights and obligations as citizens, teachers hope to inspire them to take an active role in the democratic process. An engaged populace is essential to a democracy’s ability to function.
• Economic Development: Teachers help a country’s economy by equipping pupils with the information and skills necessary for the workforce. People with greater levels of education are more likely to land well-paying employment, which boosts the nation’s economy as a whole.
• Research and Innovation: Teachers at institutions of higher learning contribute to these fields. They frequently act as mentors for young scientists and businesspeople, promoting economic growth and technical improvement.
• Health and Well-being: By educating pupils about health, nutrition, and hygiene, teachers can improve the population’s general well-being. People who are in good health are more productive and can actively contribute to efforts to build the country.
• Environmental Awareness: Teachers can promote knowledge of sustainable practices and environmental challenges. Citizens who have greater education are more likely to adopt environmentally beneficial habits, which are crucial for a country’s environmental sustainability.
• Global Perspective: By introducing their students to many cultures and viewpoints, teachers can aid them in developing a global perspective. This broadens students’ horizons and equips them to interact with people around the world.
• Role Model: Teachers frequently act as role models for their students. Students are motivated by their devotion to education, professionalism, and excellence to pursue excellence and make a meaningful contribution to society.

Role of Teacher in Inclusive Education

The goal of inclusive education is to give all students equal opportunities, regardless of their varied backgrounds, skills, or requirements. In order to establish and maintain inclusive learning environments, teachers are essential. The following are some essential components of a teacher’s involvement in inclusive education:

Making an Inclusive Learning Environment: Teachers should create a friendly, inclusive environment in their classrooms where each student feels valued, respected, and safe. They should promote a sense of community among the children by highlighting how differences are assets that should be valued.

Having a Deep Awareness of Students’ Diverse Needs: Teachers must have a thorough awareness of students’ various needs. This includes taking into account various learning preferences, aptitudes, and backgrounds. They must be knowledgeable of the individualized education programmes (IEPs) or accommodations needed for students with disabilities and offer the support that is required.

Differentiated Instruction: Teachers must modify their lesson plans, assessments, and teaching strategies to take into account the diverse skills and learning preferences of their students. To fulfil the requirements of all students, they should employ a variety of instructional techniques, such as visual aids, practical exercises, and cooperative learning.

Collaboration with Support Staff: To offer suitable support for students with disabilities in inclusive settings, instructors frequently work together with special education experts, speech therapists, counsellors, and other specialists. To guarantee that all students receive the assistance they require, effective communication and teamwork are crucial.

Promoting Peer Relationships: Teachers can help kids interact positively, fostering friendships and social ties amongst various social groupings. Putting in place initiatives that encourage collaboration and comprehension can aid in removing obstacles.

Individualized Support: Teachers should offer individualized support and interventions to students who have particular needs. This can involve extra tutoring, altered homework, or assistive technology. It is critical to regularly assess student development and modify support methods.

Encouragement of Inclusive Practices: Teachers should encourage inclusive practises in their schools and communities. They might be powerful advocates for the value of inclusive education. Teachers can stay current on best practises by taking part in professional development linked to inclusive education.

Culturally Responsive Teaching: In classrooms with a variety of students, teachers should practise cultural sensitivity by acknowledging and respecting the varied cultural backgrounds of their charges. Including many viewpoints in the curriculum and instructional materials promotes an inclusive learning environment.

Evaluation & Assessment: Teachers should employ a variety of evaluation techniques that enable students to exhibit their knowledge and abilities in various contexts. They must make sure that tests are impartial and do not prejudice any particular student group.

Continuous Learning: Since inclusive education is a developing area, educators should make a commitment to continual professional growth to advance their abilities to help a variety of students. It’s crucial to stay up to date with the most recent research and best practices.

Role and Significance of Teachers in Indian History

In Indian history, teachers have had a tremendous impact on the nation’s intellectual and cultural heritage as well as its social and political development. These instances illustrate the importance and role of educators throughout Indian history:

Guru-Shishya Tradition: The guru, or teacher, was an honoured figure in ancient India. The tradition of the guru-shishya (teacher-disciple) was fundamental to Indian culture and education. Along with imparting knowledge, teachers also provided their students with moral and spiritual direction. The Bhagavad Gita’s portrayal of the interaction between Lord Krishna and his disciple Arjuna is one of the most well-known instances of this. In it, Arjuna experiences a moral dilemma and Krishna provides him with great insight and direction.

Nalanda and Taxila Universities: These historic educational institutions in India drew researchers and learners from all over the world. Chanakya (Kautilya) and Aryabhata, two Nalanda and Taxila professors, made substantial contributions to the study of mathematics, astronomy, politics, and ethics. Their ideas had a significant and enduring influence on Indian thought.

Sant Kabir and Guru Nanak: Spiritual leaders who taught teachings of love, equality, and religious tolerance were Sant Kabir and Guru Nanak, who both challenged accepted religious beliefs. They promoted social harmony and unity using their teachings, which are still prevalent in contemporary India.

Rabindranath Tagore: Visva-Bharati University was established by poet, philosopher, and educator Rabindranath Tagore, who also promoted comprehensive education. He emphasized the value of combining Indian and Western educational theories, and he worked to foster an atmosphere that would allow pupils to grow creatively and spiritually. His approach to education has had a long-lasting influence on Indian education.

Dr. Sarvepalli Radhakrishnan : The first Vice President and second President of India, Dr. Radhakrishnan, was a renowned philosopher. He played a key part in developing contemporary Indian education as well as Indian philosophy. To honour the efforts of teachers, India observes Teacher’s Day on his birthday, September 5.

Dronacharya from the Mahabharata: The Mahabharata epic features a great teacher and warrior named Dronacharya. He taught the Kaurava and Pandava princes how to fight. His work serves as an example of the value of instructors in passing on skills and information, even when it comes to problems of national defence.

Savitribai Phule: In the 19th century, Savitribai Phule was a social reformer and teacher. She was crucial in advancing women’s education and the rights of India’s disadvantaged sections. She created girls’ schools and started social reforms with her husband Jyotirao Phule, laying the groundwork for women’s education in India.

Eminent Scholars and Educators: India has produced a large number of academics and educators in several fields who have had a lasting influence on the intellectual and cultural environment of the country. S. Radhakrishnan, C.V. Raman, Homi Bhabha, and A.P.J. Abdul Kalam, for instance, were not only outstanding teachers but also prominent members of the science and technological fields.

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Role of Teachers FAQs

What is the main role of the teacher.

Sharing Knowledge is the main role of the teacher.

What is the basic role of teacher in classroom?

A teacher has to facilitate the learning by helping, guiding, and providing a conducive environment to students make learning easy. The teacher gives knowledge and information, appropriate to the level of students in a very clear and simple way so that they can learn and conceptualize the new information.

Who is a teacher in simple words?

A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence, or virtue, via the practice of teaching.

What is the value of a teacher?

Teachers have the power to cultivate self-esteem, self-confidence, and self-worth. Teachers have the power to lay the foundation for meaningful relationships, for understanding feelings, and for navigating difficult situations.

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What is the role of teachers in preparing future generations?

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Claudia costin claudia costin visiting professor of practice in education - harvard graduate school of education, former secretary of education - municipality of rio de janeiro.

August 3, 2017

• 10 min read

The following essay comes from “ Meaningful education in times of uncertainty ,” a collection of essays from the Center for Universal Education and top thought leaders in the fields of learning, innovation, and technology.

This is a very ambitious goal. In many parts of the developing world, too many are left behind by not having access to school or learning the basics. Of the 121 million out-of-school children and adolescents in low- and middle-income countries, one-sixth of children did not complete primary school and one-third of adolescents did not complete lower secondary. Thirty percent of countries still do not have gender parity in primary and 50 percent do not have it in secondary.

Worst of all, 250 million children cannot read, write, or do basic arithmetic, although many of them have been in school for some years. “Schooling Ain’t Learning” states the subtitle of the excellent book from Lant Pritchett, “ The Rebirth of Education ,” which analyzes the challenges the developing world faces to ensure improvements in literacy and numeracy. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has described it as the Global Learning Crisis.

To make matters worse, the demand for skills is migrating to non-routine cognitive and interpersonal skills, since many jobs are being lost to automation . Curricula in schools do not normally consider this change and education systems do not have the tools to address these more sophisticated skills.

Globalization has made these changes present in almost every country, adding to existing inequalities and contributing to the intergenerational transmission of poverty. In many low-income, and even middle-income countries, certified teachers (i.e. teachers who have received the formal education required by the country’s regulations) lack knowledge in some subjects such as mathematics, physics, and chemistry, lack adequate quantities of textbooks, and connectivity (and sometimes even electricity) is rare in school buildings. Yet, even in these cases, the demand for higher-level thinking skills is present in the labor market, imposing a double-challenge over an already overburdened school system.

In this context, what should be the role of the teacher? It would be easy to respond that if the basics do not exist, we should not expect anything more than the basics, thus allowing the next generation of students to be unskilled and unprepared for the future ahead.

In this short essay, I try to state the opposite: It is possible, with the appropriate support, to expect teachers to help students to be active citizens and professionals in these times of uncertainty.

The path to scale 21st century education in countries with struggling education ecosystems

These countries cannot make their school systems progress step-by-step, first covering the last mile in access, then promoting the outdated model of quality education for all, and finally ensuring that the system incorporates the development of a new set of skills. They will have to leapfrog and learn from countries that have previously improved their education systems.

For this to be feasible, some initial deficiencies will need to be addressed, such as a precarious pre-service and in-service education and inefficient teachers’ hiring processes. Pre-service education in the developing world tends to overemphasize the theory, at the expense of the practice of education. A curriculum reform in the tertiary institutions that prepare future teachers would be more than welcome. Only through a solid reflection on a teacher’s everyday practice could we advance towards a model where they could be seen less as a mere class provider and more as a mediator in the process of skills development—literacy and numeracy, higher order cognitive skills, or social and emotional skills. These skills are better developed through interactions, not speeches or copying from a blackboard, as most teachers do. Facilitating a class where consistent participation is expected is extremely difficult for novice teachers that were themselves taught through pedagogies that don’t demand students’ engagement.

Last year, the OECD delivered an interesting report on the strategies mathematics teachers from participating countries in PISA 2012 used to deliver their instruction. 4 The report grouped the strategies into three categories: active learning, where the emphasis is on promoting student engagement in their own learning, with support of ICT and lots of teamwork; cognitive activation, where students are challenged into a process that develops higher order thinking skills, especially problem solving and critical thinking; and teacher-directed instruction, that relies on the teacher ability to deliver good classes. According to the report, the strategies are not mutually exclusive, which demand the instructor a constant change in roles, to adjust to the kind of instruction being implemented.

Pre-service education and hiring processes in the developing world should prepare professionals that are ready to manage these more sophisticated roles as they deal with their daily teaching of classes.

In addition to this important transformation, professional development should incorporate the notion that, in addition to being a mediator, a teacher is part of a team and teaching is not an isolated work. Teachers need to learn to collaborate, co-create, plan classes, and monitor their work together. This could be in the school they are working or within a school system. Good initiatives of pairing struggling schools with better performing ones in the same area—thus dealing with the same student population—have shown promising results globally.

The real challenge is that before the profession becomes more attractive, and the pre-service education more effective, these countries need to deal with a current cohort of teachers that often lack the skills and repertoire to face this complex reality. In these cases, a blend of more scripted teaching strategies with space for experimentation and support for innovation have shown to be effective. Studies have shown that unskilled teachers benefit greatly from additional support such as pre-formatted class plans, digital classes, and more detailed textbooks.

Despite this, learning—through collaboration or professional development courses—how to deliver classes that are more engaging and allow for the student’s space to develop higher order thinking skills, is feasible even under these difficult circumstances. It just demands more structured professional development and better-prepared instructors to address these teachers’ needs.

This demands mentoring and class observations, together with structured materials to support initial efforts from the novice teacher to prepare meaningful class-plans and deliver them. It also requires some additional time if the classes are—as in some developing countries—too short or based on a curriculum overloaded with unnecessary content.

Building Global Citizens at Uncertain Times

The demands put on schools are not restricted to preparing students for the increasing demands of the labor market. A child needs to grow to be an informed member of the society in which they live and to have the knowledge and capabilities to participate. In addition to acquiring basic cognitive and social and emotional skills, a solid Global Citizenship curriculum should be introduced in the school system even in the developing world. Understanding how his or her own country is organized, and how it connects to a globalized world, will be of great value for the student.

To foster the skills needed to become a global citizen, we should develop these skills in a structured way in the teachers’ workforce. This means in-service education through collaboration and group-discussions on empathy, cultural appreciation, ethnic and gender identities, and general knowledge of current world affairs and challenges. A teacher that believes she is part of humanity and not just of a region or a country tends to foster the same perception in her students.

Ultimately, if we want students to become citizens, we need to give them a voice. Very often, in school systems, we treat teenagers as children and don’t trust them to be responsible for their own student lives and choices. This means we must trust them to take part in important decisions about the school curriculum and we must discuss their behavior issues with them directly—not their parents. This would also require allowing some space for them to make mistakes and learning to correct them effectively. A global citizen, it must be understood, is first a citizen in his own school, community, and country. If we truly want to prepare them to become informed and active members in their countries, it is important to give them some space to exercise choices and activism at an early stage.

In Rio de Janeiro, where I was municipal secretary of education, we introduced a mandatory assignment at the beginning of 7th grade, for the adolescents to state in a structured way the life project—that meant putting their dreams into words and learning to plan their future lives. They did it at the beginning of the school year, in an activity conducted with the support of 9th graders that were trained specifically for the task. Only after the whole class arrived at an acceptable proposition for each kid did the teachers enter the classroom, at which point each student could choose a mentor teacher to continue discussing their projects. The results were impressive for both students and instructors.

Using Technology to Leapfrog

Although it might seem utopic, education in low- and middle-income countries can benefit from modern technology even when the basics are lacking, if a more contextualized approach to including such tools in the classroom is taken, as a support to teachers not as an additional subject.

In China, for example, the Ministry of Education offers schools options to use digital classes. In Rio de Janeiro, when I was secretary, we took a similar approach: offering all teachers the use of digital classes prepared by trained instructors. The use of the platform has shown positive impacts on learning. Yet to take full advantage of this tool, connectivity needs to exist. In the absence of this, pen-drives or offline options were provided. Using technology for remedial education was and is still done, even when connectivity is not available.

Other possibilities are the broadcasting of classes to support instruction where specific teachers are not available. An interesting example of this innovative practice was highlighted in the Millions Learning report from the Center for Universal Education at Brookings. The school system in the state of Amazonas in Brazil had the challenge of providing physics and chemistry classes in the Amazon jungle for high school students. The solution was to enlist a teacher to broadcast classes and provide schools with a generalist teacher to ensure class participation and student engagement.

The use of technology in these examples show the possible advantages of bringing resources and a knowledge base that is not yet available in every classroom. On the other hand, the fact that in the education ecosystem it exists somewhere and may be mobilized is of great help and doesn’t give teachers the sense of disempowerment, since it is prepared by teachers from within the Amazonas system or by members of the community and not by a distant company located in another country.

Conclusions

The SDG-4 demands an organized effort to ensure that every child and adolescent in the world has the means to complete quality primary and secondary school, as well as develop skills to live a healthy and productive life. Unfortunately, as uncertainty grows, this task seems almost impossible—even in high-income countries—as more complex skills are demanded by employers and globalization requiring individuals who understand the challenges the planet is facing and that can operate in different geographies.

What should be the role of teachers, in such an environment, especially in low- and middle-income countries? This is the question I have tried to answer here, providing some clues of what could be done to ensure that the United Nation’s goal can actually produce a more educated global society, and that a better world might emerge.

Global Economy and Development

Center for Universal Education

Lydia Wilbard

August 29, 2024

Christine Apiot Okudi, Atenea Rosado-Viurques, Jennifer L. O’Donoghue

August 23, 2024

Sudha Ghimire

August 22, 2024

• Teaching and Learning

The Importance of Teaching and Learning in the Classroom

• November 12, 2021
• Faculty Focus

“The teaching life is the life of the explorer, the creator, constructing the classroom for free exploration. It is about engagement. It takes courage. It is about ruthlessly excising what is flawed, what no longer fits, no matter how difficult it was to achieve. It is about recognizing teaching as a medium that can do some things exquisitely but cannot do everything.” – Christa L. Walck, “A Teaching Life,”  Journal of Management Education,  November, 1997, p. 481

Teaching and learning go hand-in-hand. Effective teachers continually improve their skills by learning about the latest trends in the field of education. But what exactly is teaching and learning, and how do you foster a relationship between the two that is synchronistic and fluent? The following guide offers teaching principles, learning examples, and the importance of a healthy relationship between student learning and teaching.

Teaching Principles

“Most teachers resist showing students the dirty part of real learning, and by the dirty part I don’t mean the hard work…I mean the part where we fail nine times in a row before we find a good approach. I mean the parts where we are confused about our project, defensive in the face of criticism, doubtful of our abilities…Whatever the venue…teachers like modeling their knowledge, not their ignorance, and they avoid referring to the muddy paths, fear-filled moments, and just plain failure that are the unavoidable parts of getting the knowledge we possess.” – Marshall Gregory, “From Shakespeare on the Page to Shakespeare on the Stage,”  Pedagogy,  2006, p. 324

Teaching and learning are multi-faceted phenomena—and that’s how we should be thinking about them, right from the start. Books written for beginning teachers, in fact lots of teaching books, focus on techniques. Yes, new (and old) teachers need techniques, but when that’s the main focus, it tends to narrow the thinking and trivialize the complexities.

The literature on teaching and learning is diverse—one of its finest features. It can do a good job of shaping this broader thinking if it’s sampled across disciplines, topics, and categories. The following articles and programs are reflective of how those learning to teach (doesn’t that include all of us?) ought to begin and proceed.

Free articles

• How Students Re-Imagined the Teach-Learning Environment and Visualized a Virtual Event
• Generation Z: Re-thinking Teaching and Learning Strategies
• Six Things that Make College Teachers Successful
• Eureka! An Accumulation of the Best Teaching Advice
• Five Strategies for Mastering the Art of Answering Questions When Teaching and Presenting

Teaching Professor articles (requires paid subscription)

• Becoming a Better Teacher: Articles for New and Not-So-New Faculty
• Thinking about Teaching and Learning
• The Teaching-Learning Synergy
• Word Choice: What You Call It Matters to Teaching and Learning
• Is Good Teaching Caught or Taught?
• Supporting Excellence in Online Teaching and Learning

Related products

Learning principles.

“Good students are those who  learn . Whatever their preconceptions, barriers or deficits—whatever their story—they take new information and new experiences, and to the best of their ability, make them tools for transforming themselves and their world. And at last I’ve learned that a good teacher is someone who can recognize and connect with good students—in all their forms.” – Mark Cohan, “Bad Apple: The Social Production and Subsequent Reeducation of a Bad Teacher,”  Change,  November/December, 2009, p. 36

The learning-teaching synergy happens when teachers are thinking, observing, and focusing in all sorts of ways on learning—when we are constantly asking, “What’s going to help students learn this?” This focus on learning and attempts to understand how it’s happening for students drives decision-making about teaching. It is what determines whether students will work in groups, whether they need to write or speak answers, whether their understanding of a concept should be tested, and on and on. Teachers become learners of learning. We have always been learners of content, but now in every class we seek to better understand the relationship between the learning experiences of students and the instructional approaches we are using.

• Let Me Tell You a Story: Enhancing Teaching and Learning through Personal Stories
• Teaching and Learning Without Grading
• Helping Students Learn: Insight from Maryellen
• Teaching with Analogies: Socks Before Shoes—Order Matters
• An Integrative Approach to Student Understanding and Learning
• Teaching and Learning Social Skills through Learner-Generated Podcasts
• The Questions to Ask about Research on Teaching and Learning
• Concept Maps for Learning

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• Our Mission

Redefining the Role of the Teacher: It’s a Multifaceted Profession

A closer look at what being an educator really means.

Imagine a school where teaching is considered to be a profession rather than a trade. The role of teachers in a child's education -- and in American culture -- has fundamentally changed. Teaching differs from the old "show-and-tell" practices as much as modern medical techniques differ from practices such as applying leeches and bloodletting.

Instruction doesn't consist primarily of lecturing to students who sit in rows at desks, dutifully listening and recording what they hear, but, rather, offers every child a rich, rewarding, and unique learning experience. The educational environment isn't confined to the classroom but, instead, extends into the home and the community and around the world. Information isn't bound primarily in books; it's available everywhere in bits and bytes.

Students aren't consumers of facts. They are active creators of knowledge. Schools aren't just brick-and-mortar structures -- they're centers of lifelong learning. And, most important, teaching is recognized as one of the most challenging and respected career choices, absolutely vital to the social, cultural, and economic health of our nation.

Today, the seeds of such a dramatic transformation in education are being planted. Prompted by massive revolutions in knowledge, information technology, and public demand for better learning, schools nationwide are slowly but surely restructuring themselves.

Leading the way are thousands of teachers who are rethinking every part of their jobs -- their relationship with students, colleagues, and the community; the tools and techniques they employ; their rights and responsibilities; the form and content of curriculum; what standards to set and how to assess whether they are being met; their preparation as teachers and their ongoing professional development; and the very structure of the schools in which they work. In short, teachers are reinventing themselves and their occupation to better serve schools and students.

New Relationships and Practices

Traditionally, teaching was a combination of information-dispensing, custodial child care and sorting out academically inclined students from others. The underlying model for schools was an education factory in which adults, paid hourly or daily wages, kept like-aged youngsters sitting still for standardized lessons and tests.

Teachers were told what, when, and how to teach. They were required to educate every student in exactly the same way and were not held responsible when many failed to learn. They were expected to teach using the same methods as past generations, and any deviation from traditional practices was discouraged by supervisors or prohibited by myriad education laws and regulations. Thus, many teachers simply stood in front of the class and delivered the same lessons year after year, growing gray and weary of not being allowed to change what they were doing.

Many teachers today, however, are encouraged to adapt and adopt new practices that acknowledge both the art and science of learning. They understand that the essence of education is a close relationship between a knowledgeable, caring adult and a secure, motivated child. They grasp that their most important role is to get to know each student as an individual in order to comprehend his or her unique needs, learning style, social and cultural background, interests, and abilities.

This attention to personal qualities is all the more important as America continues to become the most pluralistic nation on Earth. Teachers have to be committed to relating to youngsters of many cultures, including those young people who, with traditional teaching, might have dropped out -- or have been forced out -- of the education system.

Their job is to counsel students as they grow and mature -- helping them integrate their social, emotional, and intellectual growth -- so the union of these sometimes separate dimensions yields the abilities to seek, understand, and use knowledge; to make better decisions in their personal lives; and to value contributing to society.

They must be prepared and permitted to intervene at any time and in any way to make sure learning occurs. Rather than see themselves solely as masters of subject matter such as history, math, or science, teachers increasingly understand that they must also inspire a love of learning.

In practice, this new relationship between teachers and students takes the form of a different concept of instruction. Tuning in to how students really learn prompts many teachers to reject teaching that is primarily lecture based in favor of instruction that challenges students to take an active role in learning.

They no longer see their primary role as being the king or queen of the classroom, a benevolent dictator deciding what's best for the powerless underlings in their care. They've found they accomplish more if they adopt the role of educational guides, facilitators, and co-learners.

The most respected teachers have discovered how to make students passionate participants in the instructional process by providing project-based, participatory, educational adventures. They know that in order to get students to truly take responsibility for their own education, the curriculum must relate to their lives, learning activities must engage their natural curiosity, and assessments must measure real accomplishments and be an integral part of learning.

Students work harder when teachers give them a role in determining the form and content of their schooling -- helping them create their own learning plans and deciding the ways in which they will demonstrate that they have, in fact, learned what they agreed to learn.

The day-to-day job of a teacher, rather than broadcasting content, is becoming one of designing and guiding students through engaging learning opportunities. An educator's most important responsibility is to search out and construct meaningful educational experiences that allow students to solve real-world problems and show they have learned the big ideas, powerful skills, and habits of mind and heart that meet agreed-on educational standards. The result is that the abstract, inert knowledge that students used to memorize from dusty textbooks comes alive as they participate in the creation and extension of new knowledge.

New Tools and Environments

One of the most powerful forces changing teachers' and students' roles in education is new technology. The old model of instruction was predicated on information scarcity. Teachers and their books were information oracles, spreading knowledge to a population with few other ways to get it.

But today's world is awash in information from a multitude of print and electronic sources. The fundamental job of teaching is no longer to distribute facts but to help children learn how to use them by developing their abilities to think critically, solve problems, make informed judgments, and create knowledge that benefits both the students and society. Freed from the responsibility of being primary information providers, teachers have more time to spend working one-on-one or with small groups of students.

Recasting the relationship between students and teachers demands that the structure of school changes as well. Though it is still the norm in many places to isolate teachers in cinderblock rooms with age-graded pupils who rotate through classes every hour throughout a semester -- or every year, in the case of elementary school -- this paradigm is being abandoned in more and more schools that want to give teachers the time, space, and support to do their jobs.

Extended instructional periods and school days, as well as reorganized yearly schedules, are all being tried as ways to avoid chopping learning into often arbitrary chunks based on limited time. Also, rather than inflexibly group students in grades by age, many schools feature mixed-aged classes in which students spend two or more years with the same teachers.

In addition, ability groups, from which those judged less talented can rarely break free, are being challenged by a recognition that current standardized tests do not measure many abilities or take into account the different ways people learn best.

One of the most important innovations in instructional organization is team teaching, in which two or more educators share responsibility for a group of students. This means that an individual teacher no longer has to be all things to all students. This approach allows teachers to apply their strengths, interests, skills, and abilities to the greatest effect, knowing that children won't suffer from their weaknesses, because there's someone with a different set of abilities to back them up.

To truly professionalize teaching, in fact, we need to further differentiate the roles a teacher might fill. Just as a good law firm has a mix of associates, junior partners, and senior partners, schools should have a greater mix of teachers who have appropriate levels of responsibility based on their abilities and experience levels. Also, just as much of a lawyer's work occurs outside the courtroom, so, too, should we recognize that much of a teacher's work is done outside the classroom.

New Professional Responsibilities

Aside from rethinking their primary responsibility as directors of student learning, teachers are also taking on other roles in schools and in their profession. They are working with colleagues, family members, politicians, academics, community members, employers, and others to set clear and obtainable standards for the knowledge, skills, and values we should expect America's children to acquire. They are participating in day-to-day decision making in schools, working side-by-side to set priorities, and dealing with organizational problems that affect their students' learning.

Many teachers also spend time researching various questions of educational effectiveness that expand the understanding of the dynamics of learning. And more teachers are spending time mentoring new members of their profession, making sure that education school graduates are truly ready for the complex challenges of today's classrooms.

Reinventing the role of teachers inside and outside the classroom can result in significantly better schools and better-educated students. But though the roots of such improvement are taking hold in today's schools, they need continued nurturing to grow and truly transform America's learning landscape. The rest of us -- politicians and parents, superintendents and school board members, employers and education school faculty -- must also be willing to rethink our roles in education to give teachers the support, freedom, and trust they need to do the essential job of educating our children.

Judith Taack Lanier is a distinguished professor of education at Michigan State University.

Essay on Importance of Teacher

Students are often asked to write an essay on Importance of Teacher in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Importance of Teacher

The role of a teacher.

Teachers play a vital role in shaping the future of children. They are the guiding force in a student’s life, imparting knowledge, values, and skills.

Knowledge and Skill Development

Teachers not only provide academic knowledge but also help in skill development. They encourage critical thinking and creativity in students.

Moral and Ethical Guidance

Teachers instill moral and ethical values in students. They guide them to differentiate between right and wrong.

Inspiring Students

Teachers inspire students to achieve their goals. They boost their confidence and motivate them to overcome challenges. They are the real architects of a successful future.

250 Words Essay on Importance of Teacher

The quintessential role of a teacher.

Teachers play an indispensable role in society, shaping the minds of future generations. They are the architects of civilization, molding the clay of young minds into the leaders, innovators, and thinkers of tomorrow.

The Catalyst of Knowledge

Teachers are the catalysts of knowledge, transforming the complex world into understandable concepts. They ignite the spark of curiosity, encouraging students to question, explore, and push the boundaries of their understanding. Their guidance helps students navigate the labyrinth of knowledge, fostering critical thinking and intellectual growth.

The Beacon of Moral Values

Beyond imparting knowledge, teachers serve as the beacon of moral values. They instill in students a sense of right and wrong, shaping their character and helping them become responsible citizens. They nurture empathy, respect, and integrity, creating a ripple effect that positively impacts society.

The Pillar of Emotional Support

Teachers often serve as pillars of emotional support. They recognize and nurture the unique potential in each student, fostering self-confidence and resilience. They provide a safe space for students to express their feelings, helping them navigate the challenges of adolescence and adulthood.

The Harbinger of Social Change

Finally, teachers are the harbingers of social change. They challenge stereotypes, promote inclusivity, and champion equality, helping students understand and respect diversity. They inspire students to challenge the status quo and strive for a better world.

500 Words Essay on Importance of Teacher

The indispensable role of teachers.

Teachers play a pivotal role in shaping society. They are the architects of the future, molding young minds and nurturing their potential. The importance of teachers extends beyond academic instruction; they are also mentors, role models, and influencers who guide students towards becoming responsible, productive members of society.

Academic Facilitators

As academic facilitators, teachers impart knowledge, teach critical thinking, and foster intellectual curiosity. They equip students with the necessary skills to navigate through the complexities of various subjects. Their expertise in their respective fields allows students to gain deep insights into different disciplines, paving the way for informed career choices and lifelong learning.

Shapers of Character

Catalysts for social change.

Teachers also serve as catalysts for social change. They promote social justice, equality, and inclusivity in their classrooms, fostering a sense of community among diverse groups of students. By teaching students to respect and appreciate differences, they help create a more tolerant and accepting society. Moreover, they encourage civic engagement, enlightening students about their rights and responsibilities as citizens.

Guides in Personal Development

Teachers also contribute significantly to personal development. They identify students’ strengths and weaknesses, nurturing their talents while helping them overcome their shortcomings. They provide emotional support, boost self-esteem, and cultivate resilience. Teachers often act as counselors, guiding students through personal challenges and helping them make wise decisions.

That’s it! I hope the essay helped you.

Apart from these, you can look at all the essays by clicking here .

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• issue briefs
• Improve learning

Teacher education and learning outcomes

This brief examines the impact of teacher education on the quality of education. It provides suggestions of how educational planners and decision makers can improve the effectiveness of initial teacher education programmes and continuing professional development (CPD) to improve teaching quality.

Many countries are unable to recruit and train enough teachers to provide universal access to both primary and secondary education (Education International and Oxfam Novbib, 2011; UNESCO IICBA et al., 2017). Some countries hire unqualified and/or untrained teachers to fill the gap. (ADEA, 2016). Globally, 85 per cent of primary teachers were trained in 2018, whereas in sub-Saharan Africa, only 64 per cent of primary and 50 per cent of secondary teachers were trained in 2018–17 (UIS, TTF, and GEMR, 2019).

Sustainable Development Goal target 4.c seeks to increase the supply of qualified teachers (Education 2030, 2016). Five of the seven indicators relate to teacher training or qualifications. However, teacher education programmes vary between countries regarding length, content, modality (school or institution based), and entry requirements (OECD, 2018; UIS, 2017). Countries define the status of a ‘qualified teacher’ differently, making data comparisons difficult (UIS, 2017). Furthermore, ‘qualified’ does not necessarily equate to being trained to teach (target 4.c.1, 4.c.3) (Bengtsson et al., 2020).

What we know

Quality teachers a key role improve learning outcomes (Cosentino and Sridharan, 2017). Analysis from sub-Saharan Africa found that teacher content and pedagogical knowledge significantly improve student achievement (Bold et al., 2017).

Research on the direct impact of pre-service teacher education and CPD is inconclusive. Initial training is not always adapted to the challenges teachers face (Best, Tournier, and Chimier, 2018), and the effectiveness of the few evaluated in-service CPD programmes is mixed (Popova et al., 2019).

Research is inconclusive about the minimum academic level required for teaching, especially at primary level. Some studies show that beyond a certain threshold, academic level has moderate or no effects on primary level learning outcomes (Best, Tournier, and Chimier, 2018). Conversely, a study in sub-Saharan African countries demonstrated that teachers with upper secondary education affect learners more positively than those with lower secondary education (Bernard, Tiyab, and Vianou, 2004). However, ‘in India, pre-service teacher training and holding a Master’s level qualification were found to have a significant positive correlation to learner outcomes’ (UNESCO, 2019: 47).

Pre-service education can improve effectiveness. Practice must be linked to theory for recruits to apply their knowledge and skills in a classroom setting before teaching full-time (OECD, 2018; UNESCO, 2019). ‘The most effective teacher training courses involve active, experiential, practice-based learning focusing on outcomes rather than inputs. These courses consider trainee teachers as “reflective practitioners”, who learn both by doing and reflecting on their practice’ (UNESCO, 2019: 48).

Instruction type and quality matter more than participation (Martin, 2018; OECD, 2018; Taylor and Robinson, 2019). Effective training includes a specific subject focus, initial face-to-face aspect, follow-up, and participatory practices for everyday teaching activities. CPD opportunities linked to career progression, salary increases, or other incentives are more likely to be successful (Martin, 2018; Popova et al., 2019).

Classroom management and pedagogical skills help develop more effective teachers. Classroom management, providing feedback, learner-centred practices, and flipped classrooms appear to have a positive impact on learner performance. Pre- and in-service teacher education programmes could develop these skills (Best, Tournier, and Chimier, 2018). CPD programmes focusing on subject-specific pedagogy could enhance learning significantly (Popova et al., 2019).

Teacher education best functions as part of a continuum, that includes pre-service training, induction and mentoring of new teachers, and CPD (Education Commission, 2019; Martin, 2018; OECD, 2019; Popova et al., 2019; Taylor, Deacon, and Robinson, 2019; UNESCO, 2019; UNESCO IICBA et al., 2017; VVOB, 2019). Ministries of education, schools, and teacher training institutions should coordinate their training efforts and opportunities (UNESCO, 2019), and embed CPD into career structures (Tournier et al., 2019: 68) for teachers to continuously gain new skills.

Collaborative practices are important. Activities that combine CPD and colleague collaboration facilitate both the teachers’ need for competence and relatedness (Tournier et al., 2019). Some countries have established professional learning communities to support collaborative learning and mentor new teachers and senior staff (Jensen et al., 2016).

Lack of capacity and coordination.  Many countries lack the resources to provide pre-service training to enough new teachers due to limited training facilities; too few well-trained, qualified educators; and the inability to provide supervised school placements (Taylor and Robinson, 2019). Some programmes do not align with national curricula or national education policies and do not prepare teachers for the real world (Westbrook et al., 2013). Other issues include planning pre-service training alongside recruitment strategies and existing teacher needs (UNESCO, 2019).

There is a gap between research-supported CPD and that provided by many government-funded, at-scale programmes (Popova et al., 2019: 2). In-service training, especially in low- and middle-income countries (LMICs) is often ineffective and does not meet teachers’ needs (Popova et al., 2019; UNESCO IICBA et al., 2017; World Bank, 2018). Follow-up training, and monitoring and evaluation of effectiveness are often non-existent (Taylor and Robinson, 2019; UNESCO IICBA et al., 2017; World Bank, 2018).

Difficulties in balancing pre-service professional development programmes.  Teacher education programmes often struggle to balance theory and practice, content knowledge, pedagogical content knowledge, and pedagogy (Taylor and Robinson, 2019). Some programmes rely too much on theoretical teaching teach theory rather than giving students classroom experience (Popova et al., 2019; UNESCO, 2019). High-performing systems typically incorporate more practical training into their pre-service programmes (OECD, 2018). Many teachers in LMICs lack the minimum subject matter knowledge to teach (Popova et al., 2019; Taylor, Deacon, and Robinson, 2019). This typically stems from low entry requirements to pre-service training or shorter programmes.

Lack of qualified motivated candidates entering teacher education programmes. Underperforming education systems produce too few quality candidates to create a new cohort of quality teachers (Taylor, Deacon, and Robinson, 2019; Taylor and Robinson, 2019). Minimum entry requirements should attract candidates with a sufficiently high level of education while still guaranteeing sufficient candidates to meet needs (UNESCO, 2019). In some contexts, it is already difficult to attract candidates, and raising entry standards could reduce numbers further.

Cost, sustainability and coherence.  Central challenges include cost and sustainability. Resources are required to build more training facilities; hire, train, and support teacher educators; and offer higher salaries to attract better candidates. Some LMICs use assistance from NGOs or other international organizations to mitigate this issue, but most of these programmes are unsustainable (Martin, 2018; Taylor and Robinson, 2019). This raises coordination and consistency issues for programmes provided by different NGOs and other organizations, especially in crisis-affected contexts (Richardson, MacEwen, and Naylor, 2018).

Equity and inclusion

A lack of proper training leaves teachers unprepared to treat vulnerable populations (girls, students with disabilities, ethnic minorities, or displaced students) fairly and equitably. Training helps teachers to understand exclusion and discrimination and to adapt inclusive teaching methods to suit students with different learning needs (Education Commission, 2019; UNESCO, 2019). Especially in crisis and refugee settings, teachers are often not prepared to offer specialized psychosocial support; do not have pedagogical skills for multigrade classrooms; and are unable to deal with potentially dangerous classroom situations, special needs learners, and/or learners who have missed a significant amount of school (Richardson, MacEwen, and Naylor, 2018). Research is focusing more on the importance of training teachers to enhance their own social-emotional learning, manage stress, build resilience, and better support learners (Schonert-Reichl, 2017).

Entry standards for teacher education programmes do not always address equity across gender, ethnic backgrounds, or candidates with disabilities, which may affect learning outcomes (Education Commission, 2019; UNESCO, 2014, 2019). Teachers who closely identify with their students through culture, language, or ethnicity can impact learning positively (UNESCO, 2014).

Policy and planning

• Establish recruitment and selection strategies that attract quality and diverse candidates. Targeting selected groups (based on gender, ethnicity, or geographical location) and offering merit scholarships can make teaching more attractive (Education Commission, 2019; UNESCO, 2019). Selection practices should consider basic academic achievement level, overall capabilities, motivation, and attitude (Education Commission, 2019; UNESCO, 2019).
• Improve access and quality of pre-service teacher education and prepare teacher educators. Policy design often overlooks appropriate qualifications for teacher educators and their access to professional development (UNESCO, 2019). They should understand active learning methods and pedagogy; support training; apply various active teaching methods, techniques and processes; have practical classroom experience; and be involved or at least informed of research in their area of expertise (UNESCO, 2019: 48–49).
• Obtain teacher input when designing training programmes. To ensure that in-service training meets the needs of teachers, input from the teachers themselves should be sought (Cosentino and Sridharan, 2017; Tournier et al., 2019; VVOB, 2019). This also provides teachers with a sense of empowerment and can help improve their motivation (Tournier et al., 2019; Consentino and Sridharan, 2017), especially in crisis and displacement settings, where teachers are rarely trained to face complex situations and have few opportunities to learn from others (Chase et al., 2019).
• Balance theoretical and practical aspects of teacher training. Training should provide practical guidance and avoid overly theoretical content (OECD, 2018; UNESCO, 2019). School-led training conducted by principals or senior teachers can be effective and save costs (Martin, 2018). Partnership guidelines between teacher training institutions and schools can validate training and give candidates practical experience (Education Commission, 2019 UNESCO, 2019; World Bank, 2018).
• Include the development of social-emotional competencies during pre- and in-service teacher training. These influence teaching effectiveness, mental and emotional well-being, and willingness to continue teaching (Jennings, Frank, and Montgomery, 2020; Zakrzewski, 2013), and improve students’ academic learning and mental health (Bayley et al., 2021, Duraiappah and Sethi, 2020). Understanding how behaviour and emotion affect teaching and learning helps teachers confidently create a positive learning environment (Schonert-Reichl, 2017 as cited in Jennings, Frank, and Montgomery, 2020). CPD that deepens knowledge of social-emotional theories, concepts, and activities for teachers to improve their own social-emotional competencies can provide a model for students and create a positive learning environment (Jennings, Frank, and Montgomery, 2020).
• Integrate information and communications technology (ICT) and digital literacy skills. Most creative solutions during COVID-19 closures relied on technology-based education (Vincent-Lancrin, Cobo Romaní, and Reimers, 2022), underscoring the importance of ICT skills and digital literacy in classrooms. Teachers need to understand digital technologies to support their pedagogy and content knowledge, student learning, and assessment and collaboration with peers (Unwin et al., 2020). Pre-service training and CPD in ICT skills should include competency assessment, hardware and software familiarization, ongoing training, hands-on instruction, and examples of pedagogical ICT use (UNESCO, 2018). Providing teachers with support and training to use different technologies improve teachers’ pedagogy whether schools are open or closed (UNICEF, 2021).
• Continuously build additional teacher skills and expertise. Probationary periods and mentorship can support new teachers and provide additional training while settling in the classroom (OECD, 2018; UNESCO, 2019; World Bank, 2012). Individual CPD plans can address specific career needs and help teachers take responsibility for their CPD (UNESCO, 2019).
• Provide ongoing support and post-training monitoring to sustain school-based training. Effective, practical follow-up and actionable feedback help translate the knowledge teachers gain into practice. A supportive environment, peer-to-peer exchanges, communities of practice, and interschool collaboration also help build sustainable training. ‘In-person, on-site coaching is an effective way to deliver advice on classroom practice, and coaching should be the core of any good professional development programme’ (UNESCO, 2019: 52). Peer mentoring, observation, and lesson preparation meetings can also be used to support school-based CPD (UNESCO, 2019).
• Integrate inclusive education into all CPD programmes. Specific courses and inclusive pedagogy can be mainstreamed into all professional pre- and in-service courses (Lewis and Bagree, 2013). Teacher development should take place primarily in classrooms; connect to and build on in-school expertise; create cooperative spaces; and engage teachers in developing a common language of practice (UNESCO, 2017).
• Plan financial resources for CPD in advance. Include training expenses in education budgets: ‘An annual CPD allocation per teacher, adjusted for purchasing power parity, including the cost of paying to supply teachers where necessary, may be a strategy to finance CPD’ (UNESCO, 2019: 53).

Plans and policies

• Uganda:  The National Teacher Policy
• United Nations Relief and Works Agency for Palestine Refugees (UNRWA):  Teacher Policy
• UNESCO. 2019. Teacher Policy Development Guide

ADEA (Association for the Development of Education in Africa). 2016. Policy Brief: In-service Teacher Education in Sub-Saharan Africa. Abidjan: AfDB.

Bayley, S.; Wole, D.; Ramchandani, P.; Rose, P.; Woldehanna, T.; Yorke, L. 2021. Socio- emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. RISE Working Paper Series, no. 21/082.

Bengtsson, S.; Kamanda, M.; Ailwood, J.; Barakat, B. 2020. ‘Teachers are more than “supply”: Toward meaningful measurement of pedagogy and teachers in SDG 4’. In: A. Wulff (ed.), Grading Goal Four (pp. 214–237). Leiden: Koninklijke Brill NV.

Bernard, J.M.; Tiyab, B.K.; Vianou, K. 2004. Profils enseignants et qualité de l’éducation primaire en Afrique subsaharienne francophone : Bilan et perspectives de dix années de recherche du PASEC. Dakar: CONFEMEN.

Best, A.; Tournier, B.; Chimier, C. 2018. Topical Questions on Teacher Management. Paris: IIEP-UNESCO.

Bold, T.; Filmer, D.; Martin, G.; Molina, E.; Rockmore, C.; Stacy, B.; Svensson, J.; Wane, W. 2017. What do Teachers Know and Do? Does it Matter? Evidence from Primary Schools in Africa. Policy Research Working Paper, no. 7956. Washington, DC: World Bank.

Chase, E.; Kennedy, E.; Laurillard, D.; Abu Moghli, M.; Pherali, T.; Shuayb, M. 2019. A Co-designed Blended Approach for Teacher Professional Development in Contexts of Mass Displacement. New York, NY: INEE.

Cosentino, C.; Sridharan, S. 2017. Improving Teacher Quality: Lessons Learned from Grantees of the Partnership to Strengthen Innovation and Practice in Secondary Education. Washington, DC: Mathematica Policy Research.

Duraiappah, A.K.; Sethi, S. 2020. ‘Social and emotional learning: The costs of inaction’. In: N. Chatterjee Singh and A.K. Duraiappah (eds.), Rethinking Learning: A Review of Social and Emotional Learning for Education Systems (pp. 187–218). New Delhi: Mahatma Gandhi Institute of Education for Peace and Sustainable Development.

Education 2030: Incheon Declaration and Framework for Action for the Implementation for Sustainable Development Goal 4: Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning. 2016.

Education Commission. 2019. Transforming the Education Workforce: Learning Teams for a Learning Generation. New York, NY: Education Commission.

Education International; Oxfam Novib. 2011. Quality Educators: An International Study of Teacher Competences and Standards. Brussels: Education International.

Jennings, P.; Frank, J;. Montgomery, M. 2020. ‘Social and emotional learning for educators’. In: N. Chatterjee Singh and A.K. Duraiappah (eds.), Rethinking Learning: A Review of Social and Emotional Learning for Education Systems (pp. 123–154). New Delhi: Mahatma Gandhi Institute of Education for Peace and Sustainable Development.

Jensen, B.; Sonnemann, J.; Roberts-Hull, K.; Hunter, A. 2016. Beyond PD: Teacher Professional Learning in High-Performing Systems. Washington, DC: National Center on Education and the Economy.

Lewis, I.; Bagree, S. 2013. Teachers for All: Inclusive Teaching for Children with Disabilities. Brussels: International Disability and Development Consortium.

Martin, J. 2018. UNICEF Think Piece Series: Teacher Performance. Nairobi: UNICEF Eastern and Southern Africa Regional Office. 

OECD (Organisation for Economic Co-operation and Development). 2018. Effective Teacher Policies: Insights from PISA. Washington, DC: OECD Publishing.

––––. 2019. A Flying Start: Improving Initial Teacher Preparation Systems. Washington, DC: OECD Publishing.

Popova, A.; Evans, D.K.; Breeding, M.E.; Arancibia, V. 2019. Teacher Professional Development Around the World: The Gap Between Evidence and Practice. CGD Working Paper 517. Washington, DC: Center for Global Development.

Richardson, E.; MacEwen, L.; Naylor, R. 2018. Teachers of Refugees: A Review of the Literature. Berkshire: Education Development Trust and IIEP-UNESCO.

Schonert-Reichl, K.A. 2017. ‘Social and emotional learning and teachers’. In: Future of Children, 27(1), 137–155.

Taylor, N.; Deacon, R.; Robinson, N. 2019. Secondary Level Teacher Education in Sub-Saharan Africa. Teacher Preparation and Support: Overview Report. Mastercard Foundation.

Taylor, N.; Robinson, N. 2019. Secondary Education in Sub-Saharan Africa. Teacher Preparation and Support Literature Review. Mastercard Foundation.

Tournier, B.; Chimier, C.; Childress, D.; Raudonyte, I. 2019. Teacher Career Reforms: Learning from Experience. Paris: IIEP-UNESCO.

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Related information

• International Task Force on Teachers for Education 2030
• In-service teacher training
• Pre-service teacher training

Why Should I Become a Teacher? The Impact and Benefits of Teaching

• Publication date November 9, 2023
• Categories: Career Blog

Teaching is a profoundly rewarding profession, one that carries the power to shape the future, both on an individual level and for society as a whole. Teachers are the torchbearers of transformation, witnessing the positive changes first-hand that education can bring to the lives of students. In this article, we will delve into the importance of teaching and explore the myriad of benefits associated with a career in teaching. As with any profession there are challenges, but the positives in this career path far outweigh the negative.

The Impact and Importance of Teaching

At its core, teaching plays a pivotal role in shaping the future by providing students with the knowledge, skills, and guidance they need to thrive.  The process on how to become a teacher has many gratifications, educators possess a unique opportunity to inspire and empower the next generation, instilling in them a love for learning and a desire to make a difference in the world around them. By nurturing critical thinking, creativity, and a thirst for knowledge, teachers arm their students with the tools required to navigate the complexities of the modern world.

Teachers do more than mold young minds; they also shape the hearts of their students. They serve as role models, imparting values like empathy, respect, and integrity. Through their unwavering dedication and passion, teachers create a positive and inclusive classroom environment where students feel valued and supported, fostering personal growth, and enabling students to reach their full potential.

Benefits of a teaching career

Personal fulfillment and satisfaction in teaching.

One of the most gratifying aspects of a teaching career is the personal fulfillment and satisfaction it brings. As a teacher, you bear witness to the growth and development of your students, experiencing those priceless “aha” moments when they grasp a new concept or overcome an obstacle. Knowing that you played a role in their success is incredibly fulfilling. The joy of seeing your students flourish and realizing the positive difference you’ve made in their lives is unmatched.

Furthermore, teaching imparts a sense of purpose and meaning. Each day presents an opportunity to contribute to something greater than yourself – the education and well-being of future generations. This sense of purpose infuses your work with deeper meaning, making each day in the classroom meaningful and fulfilling.

Job security and stability in the teaching profession

In an ever-changing job market, the teaching profession offers a sanctuary of stability and job security. According to the  National Education Association , teaching is one of the most secure professions someone can choose, and it has a job security rating of 4.4 out of 5.5 to prove it. The demand for qualified teachers will always be in-demand, guaranteeing a consistent stream of job opportunities across the country. Whether you choose to teach in a public school, a private institution, or an international setting, the need for educators will always exist, because children will always exist.

Moreover, teaching provides a stable income, benefits, and time off. While salaries may vary based on factors such as location and experience, teachers generally enjoy competitive pay, health insurance, retirement plans, and other benefits. This stability allows teachers to focus on their passion for teaching without the constant worry of job insecurity.

Making a positive difference in students’ lives

One of the most profound benefits of a teaching career is the opportunity to make a positive difference in students’ lives. Teachers possess the power to inspire and motivate, helping students discover their strengths and conquer their challenges. Teachers do not just teach school curriculum, they often help students overcome difficult situations, serve as mentors and role models, and even help to build up each student’s self-esteem. By nurturing their talents and providing guidance, teachers can set the trajectory of a student’s life.

Furthermore, teachers often have the privilege of working with a diverse group of students from various backgrounds and cultures. Through these interactions, teachers promote understanding, empathy, and inclusivity. They have the ability to create a safe and supportive space where students can express themselves, learn from one another, and develop a sense of empathy and respect for others. These are all real-world skills that help an individual excel and become a positive light in society.

Teaching as a career path

Embarking on a career in teaching offers a multitude of opportunities for growth and professional development. Whether you choose to specialize in a particular subject, pursue a leadership role, or explore different teaching methodologies, there are endless avenues for continuous learning and improvement. Being a life-long learner is not just for students, it’s for educators as well.

The teaching profession also allows for a flexible work-life balance. With regular breaks during school holidays and the possibility of part-time or remote teaching positions, teachers can prioritize their personal lives and pursue other interests or hobbies. Let’s not forget to mention summer vacation. This time off gives teachers the opportunity to relax and refresh before starting a new academic year.

Choosing teaching as a Fulfilling and Impactful Career

A career in teaching offers numerous benefits and rewards. From personal fulfillment and satisfaction to job security and the opportunity to make a positive impact on students’ lives, teaching is a profession that allows individuals to turn their passion into purpose. If you have a love for learning, a desire to inspire, and a heart for making a difference, then teaching may be the perfect career path for you. Take the leap and embark on a journey that will not only transform the lives of others, but also bring immense fulfillment to your own. Teaching isn’t just a job; it’s a calling, a vocation that holds the power to shape a brighter future for all.

To learn more about the opportunities and programs offered by LAPU,  visit our website  and discover how you can take the first steps towards a fulfilling and impactful teaching career.

Book Reviews

The Importance of Philosophy in Teacher Education: Mapping the Decline and Its Consequences by Andrew D. Colgan & Bruce Maxwell (Eds.), New York: Routledge, 2020

• Nicolas J. Tanchuk

…more information

Nicolas J. Tanchuk Iowa State University

Online publication: July 27, 2021

A review of the journal Philosophical Inquiry in Education

This article is a review of another work such as a book or a film. The original work discussed here is not available on this platform.

Volume 28, Number 1, 2021 , p. 66–69

© Nicolas J. Tanchuk, 2021

Article body

The essays collected in The Importance of Philosophy in Teacher Education: Mapping the Decline and Its Consequences , edited by Andrew D. Colgan & Bruce Maxwell, tell the story of a discipline’s fall from prominence in teacher education and some ways this trajectory might be meliorated or reversed. In the mid-nineteenth and the early twentieth centuries, philosophical study was “widely recognized as essential to the craft of teaching” (Colgan & Maxwell, 2020, p. 1). During this period, nearly all pre-service teachers were required to take a course in the philosophy of education. Compare this today with Canada, the only country for which there is data, where less than 10% of educator preparation programs require a course in philosophical thought (p. 5), and the decline is obvious.

The anti-philosophical bent in teacher preparation programs, of course, is not anomalous. As Alasdair MacIntyre (2007), Philip Kitcher (2012), and others have noted, we live in an age that is generally skeptical of philosophical inquiry. The Importance of Philosophy in Teacher Education does not spend much time reflecting on this broader context. For Kitcher and MacIntyre, at least, some of the blame for our present age’s philosophical skepticism falls at the feet of philosophers. Kitcher laments a drift in academic philosophy from a Deweyan focus on the “study of the good life” and seeking “to understand how opportunities for living well can be promoted by social institutions” (2012, p. 345) towards “arcane puzzles” (p. 346) of metaphysics and epistemology. MacIntyre’s worries point to a deeper anxiety: that seemingly unavoidable methodological tendencies in ethics and political philosophy – where the problems of life are defined and rooted – make it unlikely that philosophers are likely to make progress on these problems.

Specifically, MacIntyre (2007) observes that in contemporary ethics and political philosophy it is standard to appeal to conflicting starting points – basic judgments, perceptions, or intuitions – to establish what purport to be “normative” ethical and political conclusions. But problematically, the inferences drawn from these disparate starting points leave us with conflicting conclusions – all purporting to be “normative.” Philosophical inquiry into “normative” ethical issues can thus appear to boil down to a purely preferential choice between internally coherent but conflicting views. MacIntyre refers to the non-cognitive ethic we are left with amidst such fragmentation as “emotivist” (p. 8). MacIntyre’s insight, if well founded, bears directly on the predicament of the philosophy of education. The empirical study of preferences and their satisfaction is a canonical domain of social scientific inquiry. So, if MacIntyre is correct, then it should be no surprise that philosophy in general and philosophy of education in particular have witnessed a decline not felt in the same way by the social (and natural) sciences. The latter but not the former, one might think, are more conducive to solving the problems of life.

The chapters in Colgan and Maxwell’s edited volume – divided into three sections – largely abstain from such meta-philosophical questions and their practical consequences. Nevertheless, the chapters shed light on the decline in prominence of the philosophy of education, what has been lost, and how the field is already rethinking and re-establishing its place in the unique context of teacher education. A common theme that emerges across the volume’s sections is a shift of the sort Kitcher recommends towards the concrete problems of life and theorizing on terrain closer to that studied by social scientists. This, of course, is one response to problems in the epistemology of philosophy noted by MacIntyre: if the most philosophers can hope to do is reframe possibilities for interpreting and practically satisfying preferences, then focusing one’s work on interpreting what people descriptively think, desire, and do allows the philosopher of education to be made useful to at least some public or other’s interests. Philosophy, in this picture, gives up the role of “queen of the sciences” and is instrumentalized in the service of the public’s present problems.

The first section of the volume, “Diagnosis and Prognosis,” lays out some of the features of philosophy of education’s current predicament in educator preparation programs that motivate this empirically oriented shift. In the first chapter, Robin Barrow argues that while claims to do “philosophical work” have proliferated in faculties of education, little of this work would be recognized as such by analytic philosophers. The “4Cs” that characterize analytic philosophy – an argument’s being “clear, coherent, complete, and compatible” (Colgan & Maxwell, 2020, p. 19) – are, in Barrow’s view, neglected, leaving much educational debate and practice to proceed without sufficient analytic rigor.

The volume’s second chapter, by David Waddington, traces a different decline, this time not in current analytic philosophical work in education, but in John Dewey’s status as an educational scholar. Waddington, a Dewey scholar, suspects that Dewey’s status is unlikely to persist into the twenty-first century. The reason, according to Waddington, is Dewey’s ethical, political, and epistemic modernism, which involves a commitment to a form of “liberation through science” (p. 34) that seeks to control nature for the sake of satisfying human desires. Dewey’s modernism, according to Waddington, entails an unwarranted ethical assimilation and integration of other cultures – most notably those of Indigenous peoples – that see nature as bearing inherent worth (p. 37). By Waddington’s lights, this modernist tendency makes Dewey less well suited to our present moment, in which the modern liberation of human desires through science has led to a near total collapse of natural life and in which many inside and outside educator preparation programs are rightly worried about colonialism. An opportunity is missed in Waddington’s insightful essay to signal awareness of Indigenous ethical and political thought as an alternative to Dewey’s, to post-Marxist critical theorists, and to European postmoderns’ views (e.g., Borrows, 2016; Kruse, Tanchuk, & Hamilton, 2019; North, 2021; Simpson, 2017). Nevertheless, Waddington, like Kitcher, and Dewey himself, can be read as calling philosophers to attend to the most pressing public problems of our day. Ironically, if Waddington is correct, the problems of the public now cut against Dewey and his pragmatic, problem-focused form of scientific modernism.

The third chapter, by Matthew J. Hayden, rounds out the first section, but with a more favourable outlook on the Enlightenment project, as it is reinvigorated by Jürgen Habermas. For Hayden, the neoliberal enemies of philosophical thought are largely to be found outside the walls of faculties of education (although technocrats within educator preparation programs are also a concern). The enemies within and without, according to Hayden, have failed to attend adequately to the critical “emancipatory interests” (Colgan & Maxwell, 2020, p. 51) of students. In Hayden’s view, Habermas rigorously articulates these interests. Read in dialogue with Waddington’s piece lamenting the Deweyan attempt to liberate humanity through scientific and communicative exchange, Hayden’s chapter calls us in the opposite direction: towards the discursive and political conditions for rational emancipation, as they are spelled out by Habermas.

This dissensus between Waddington and Hayden, both well-trained philosophers of education, exemplifies MacIntyre’s metanormative anxiety that philosophers (including philosophers of education) lack a genuine basis upon which to adjudicate the normative dimensions of the problems of life. Where one despairs of answering questions such as “Is a modernist ethic (of some form or other) true?,” it can be tempting to reduce the scope of analysis and turn towards more concrete concerns. The bulk of rest of the volume takes this line as the most promising pathway forward for philosophers of education.

In the middle section of the volume, “Philosophy and Teacher Development,” all four chapters recommend, in different ways, a tighter tie to empirical problems of educational practice. The Philosophy for Teachers (P4T) movement described by Leonard Waks in the fourth chapter and by Janet Orchard & Carrie Winstanley in the fifth, the problem-based approach to philosophy of education championed by Dianne Gereluk in the sixth chapter, and Michael R. Matthews’ focus on concrete problems in science education in the seventh, all evince a focus on building teachers’ philosophical literacy within the context of the present practice of teaching.

This trend continues in the third section of the volume, “Historical Perspectives.” In the eighth chapter, Douglas Yacek and Bruce Kimball argue for a return to an approach to teacher education based in the liberal arts. Yet, rather than unseating the current marginalization of philosophy in schools of education, Yacek and Kimball claim that philosophers more realistically might seek “to widen our understanding of what it means to embody a philosophical spirit and to teach for liberal sensibility” (p. 160) within the constraints of existing courses. In chapter 9, Lee S. Duemer similarly argues for a vision of educational foundations that allows policy and practice to be placed in a broader “epistemological and theoretical framework” (p. 173) that illuminates the human condition. By contrast, the final chapter of the volume, by David T. Hansen and Megan J. Laverty, recounts how the Philosophy and Education program at Teachers College, Columbia University has largely resisted the trend towards problem-based inductive approaches to the philosophy of education in favour of a historical curriculum focused on the “Great Books.” Yet, even at Teachers College, where admissions are highly selective and placement rates are strong, Hansen and Laverty report that the program faculty intend to reflect on ways to deepen the curriculum’s connection to the empirical realities of teacher education in response to graduate feedback (p. 195).

This wealth of perspectives on how to reinvigorate the field through deeper engagement with the problems of life is a strength of the volume. Such a shift towards problems that are both empirical and philosophical, in my view, aptly characterizes some of the most vibrant and thoughtful work in the philosophy of education today. Extending these insights, one might look to recent work that not only starts in worldly problems, but that features philosophers of education themselves engaging in empirical data collection and analysis as part of their research agendas. In recent books like Jen Morton’s Moving Up Without Losing Your Way , qualitative data collected by Morton herself figures prominently in the context in which theoretical considerations are unpacked. In a similar spirit, Lauren Bialystok, et al. (2019) have conducted empirical research on the teaching of philosophy in schools, Doris Santoro (2018) has empirically researched the way the demoralization of teaching has affected teacher retention, and David Hansen (2021) draws on his own field work to articulate his vision of the ethics of teaching.

Philosophers of education have reason to avoid Dewey’s colonial tendencies. The broadly Deweyan unity of philosophical and empirical educational problems recommended in this volume, nevertheless, strikes this reader as a promising pathway forward for the philosophy of education. The Importance of Philosophy in Teacher Education provides an excellent occasion for the field to reflect on the intersection of these problems, to seek knowledge of the empirical realities that form their backdrops, and to start to deliberate about how we should move forward together.

Bibliography

• Bialystok, L., Norris, T., & Pinto, L. (2019). Teaching and learning philosophy in Ontario high schools. Journal of Curriculum Studies , 51 (5), 678–697. 10.1080/00220272.2018.1563632 Google Scholar
• Borrows, J. (2016). Freedom and Indigenous constitutionalism. Toronto: University of Toronto Press. Google Scholar
• Colgan, A. D., & Maxwell, B. (Eds.). (2020). The importance of philosophy in teacher education: Mapping the decline and its consequences. New York: Routledge. 10.4324/9780429426827 Google Scholar
• Hansen, D. T. (2021). Reimagining the call to teach: A witness to teachers and teaching. New York: Teachers College Press. Google Scholar
• Kitcher, P. (2012). Education, democracy, and capitalism. In Preludes to pragmatism: Toward a reconstruction of philosophy (pp. 345–362). New York: Oxford University Press. 10.1093/acprof:oso/9780199899555.001.0001 Google Scholar
• Kruse, M., Tanchuk, N., & Hamilton, R. (2019). Educating in the seventh fire. Educational Theory , 69 (5), 587–601. 10.1111/edth.12388 Google Scholar
• MacIntyre, A. (2007 [1981]). After virtue. Notre Dame: University of Notre Dame Press. Google Scholar
• Morton, J. (2019). Moving up without losing your way: The ethical costs of upward mobility. Princeton: Princeton University Press. 10.23943/princeton/9780691179230.001.0001 Google Scholar
• North, B. (2021). Philosophy and the ethics of public Alaskan Indigenous education: A normative case study. Journal of School and Society , 7 (1), 35–46. Google Scholar
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• Simpson, L. (2017). As we have always done: Indigenous freedom through radical resistance. Minneapolis: University of Minnesota Press. 10.5749/j.ctt1pwt77c Google Scholar

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Home — Essay Samples — Education — Teacher — The Power of Teacher Inspiration: How Educators Shape the Future

The Power of Teacher Inspiration: How Educators Shape The Future

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• School Education /

Essay on Importance of Education

• Updated on  
• Jun 6, 2024

Education is very important for success in life. A well-educated person not only succeeds in life but also takes his society and country to new heights. Education develops essential skills like decision-making, problem-solving, and mental agility. Education helps a person to be self-aware and to solve problems in personal and professional life. In this article, we have provided an essay on the importance of education and points to note before writing the same. Moreover, you would find short essays and long essays that can be used to present in school.

Check out our 200+ Essay Topics for School Students in English .

Table of Contents

• 1 Points to Note While Writing an Essay on the Importance of Education
• 2 Reasons Behind the Importance of Education
• 3 10 Lines on the Importance of Education
• 4 Importance of Education Sample Essay (100 words)
• 5 Importance of Education Sample Essaneighbouringy (250 words)
• 6 Importance of Education Sample Essay (400 words)
• 7 10 Popular Quotes on Education
• 8 What Will Your Child Learn From This Essay on the Importance of Education?

Points to Note While Writing an Essay on the Importance of Education

Certain points must be included while writing an essay. It makes the essay more detailed and helps the reader to understand the topic in a better way. An essay on the importance of education must include the following.

• While writing a short essay make sure that it is to the point 
• A longer essay must contain an introduction, body, and conclusion.
• Facts about education and the personal perspective of the writer must be included
• Think about the importance of educated individuals in society and write about them
• You can also write about the job market and the role education plays in it.

Also Read: Essay on Democracy

Reasons Behind the Importance of Education

There are many reasons that make Education of utmost importance. Some of those reasons are mentioned below:

• Removing Poverty : When people are educated, it helps society to fight and eradicate poverty because a person who is educated can get a good job.
• Safety and Security against Crime : A well-educated person cannot easily fall prone to a crime or fraud hence, education becomes a safety net to protect against crime and fraud.
• Increases Productivity : Educated people develop a lot f skills and knowledge because which they become much more productive.
• Confidence : An educated person develops a lot of self-confidence by facing and overcoming difficult situations that life throws at them.
• Improved Standard of Life : When an individual becomes educated, the quality of life for him/her and their family changes for the better.
• Women Empowerment : Education helps women become self-sufficient and thus empowers them.
• Upliftment of the Economically Weaker Section : Illiterate people have to suffer hardships like discrimination, injustice, untouchability, etc. By educating them, we can uplift their lives, thus uplifting the society.
• Communication : Education helps improve communication and good communication is essential for success.
• Success : Education is the key to achieving success. With it, comes a positive mindset that helps the individual excel in life.

10 Lines on the Importance of Education

Education is important for several reasons. Here are 10 lines on the importance of education that can be added to the essay. Students can also describe these points to make the essay more descriptive and coherent.

• Education is a basic need for every individual to live in the modern world
• Education helps us to understand technological systems and services
• An educated person can easily take up a job based on interest 
• Without an education, a person will lose the opportunity to be successful in life
• Moreover, education protects an individual from being cheated and exploited by others
• Educated citizens are a valuable asset to the company
• It also helps society to adapt to change and discard old and unproductive ways of conduct and thinking 
• Thus, it enables all sections of society to prosper 
• Particularly, it enables poor sections of society to prosper and develop
• Education helps an individual to uplift the society and community
• Education is extremely important for the development of individuals. Hence, children from all sections of society must be educated.

Also, Read; Essay on My Aim in Life

Importance of Education Sample Essay (100 words)

Education is crucial for the importance of the nation and its citizens. Education is about gathering knowledge and training the mind to think. Moreover, it helps a person to apply the knowledge gained to solve problems.  Education is important in the modern world, as it helps a person to learn about the world and new technologies. It can also empower people and help them to gain employment opportunities . Educated individuals can impart their knowledge to the next generation and thus contribute to society.  They also contribute to the development of the nation and society in general. Thus, the importance of education can’t be denied.

Importance of Education Sample Essaneighbouringy (250 words)

Men and women have to be educated as it helps in the development of a healthy society.  Educated individuals help in the progress of society. It is the highly educated individuals who lay the basic foundation of a developed country. Moreover, education helps in the personal development and empowerment of individuals. It develops in a person the knowledge, and critical thinking skills required to be successful in life. These skills increase self-awareness and help individuals to make informed decisions. Thus, people gain a deeper understanding of the world around them and help them to follow their interests, passions, and talents.

Education helps in growth and innovation. A well-educated workforce is more skilled and productive. Thus, they are more competitive in the global marketplace. Research , technological advancements, and entrepreneurship skills can all be credited to educated individuals. It is the sword that can be used against misinformation and ignorance. A well-educated person is more likely to make a good decision and resist manipulation. Moreover, education promotes healthy lifestyles among individuals.  Educated people are more likely to follow a healthy lifestyle and preventive healthcare measures. 

In conclusion, we can say that education helps in societal advancement and economic, and personal development. It helps individuals to make informed decisions and pushes society for innovation and growth. Education helps to uproot illiteracy and inequality in society. It encourages individuals to take better care of themselves and the environment they live in. Moreover, it encourages people to understand their duties, rights , and responsibilities toward their country.

Importance of Education Sample Essay (400 words)

Education is important for the development of the individual, nation, and society. It empowers individuals to make better decisions for themselves and for the environment they live in. Education provides an individual with the knowledge and skills that are necessary to navigate the complexities of life. It is crucial for personal growth, societal development, and global progress.

Education empowers an individual to think critically and develop analytical skills. It ignites curiosity in humans and encourages them to explore, learn and adapt to changes. Moreover, it helps individuals to identify their strengths and weaknesses, and set meaningful goals. Thus, it helps in the holistic development of an individual. Thus, a well-educated individual can contribute to the progress of the society. It develops empathy, and tolerance, and contributes to a stable and prosperous community. It also helps in the reduction of social inequalities and discrimination and encourages people to actively participate in the democratic functioning of the government. When individuals have access to education it means that they can get employment opportunities as well. Thus, education can help in eradicating poverty and increase economic growth. Moreover, it helps in increasing the living standards of families.

Globally, education helps to drive innovation, develop international cooperation, and deal with global issues. Scientific breakthroughs, advancement of technology, and innovations are all a result of education. Moreover, it helps in cross-cultural understanding and exchange of values and ideas. Global challenges such as climate change, and medical issues can be easily dealt with due to education. Society becomes better equipped to provide sustainable solutions for the betterment of all.

 Education can break down gender inequalities. Therefore, it can empower women and marginalized sections of the community. When societies recognize the importance of education, it helps in promoting equitable access to opportunities. Educating the girl child can result in a reduction in child mortality rates. Thus, it helps in social progress.

The importance of education can’t be denied. It results in personal development, international collaboration, and the development of society. Education provides knowledge and skills that are necessary for navigating through the challenges of life. Moreover, it helps in progress of the society and dealing with global challenges like environmental crises. Thus, education helps in creating a prosperous, and just world.  Education can help an individual achieve his dreams and aspirations. Most of the successful people in the world are educated. In the future educated individual will be a person who knows and can apply it to solve problems.

10 Popular Quotes on Education

Here are 10 popular quotes on education. Feel free to add them to your essay on importance of education or similar academic topics.

‘Education is not the learning of facts, but the training of the mind to think.’ – Albert Einstein

‘Education is the most powerful weapon which you can use to change the world.’ – Dr APJ Abdul Kalam

‘Education is the passport to the future, for tomorrow belongs to those who prepare for it today.’ – Malcolm X

‘The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.’ – Martin Luther King Jr.

‘The mind is not a vessel to be filled, but a fire to be ignited.”‘- Plutarch

‘Education is not preparation for life; education is life itself.’ – John Dewey

‘Education is the key to unlocking the world, a passport to freedom.’ – Oprah Winfrey

‘The only person who is educated is the one who has learned how to learn…and change.’ – Carl Rogers

Education breeds confidence. Confidence breeds hope. Hope breeds peace.’ – Confucius

An investment in knowledge pays the best interest.’ – Benjamin Franklin

What Will Your Child Learn From This Essay on the Importance of Education?

An essay on the importance of education will help a student to learn to express ideas and knowledge simply. It will also help them to express their ideas in a lengthy format. 

An essay on the importance of education will help a student understand the significance of education in the modern world. Moreover, it will make them realize the privilege of a good education later in life.

Also Read: Essay on My Brother in 200 Words

Ans. Education helps a person develop critical thinking and decision-making skills. It helps empower a person to deal with the personal and professional challenges of life. An educated person can make rational and informed decisions while dealing with challenges.

Ans. Education helps in the development of the mind, and the growth of society and the nation. An educated society is an empowered society. Individuals of such a society can make informed decisions and can work towards the social, economic, and political development of the nation.

Ans. The main aim of education is to acquire knowledge and skills. It helps a person adjust to the environment and achieve goals.

Check out our Popular Essay Topics for Students

This was all about essay on the importance of education. We hope the samples listed above will help students with their essay writing practice. For more information on such interesting topics, visit our essay writing page and follow Leverage Edu.

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Blessy George is a Content Marketing Associate at Leverage Edu, boasting over a year of experience in the industry. Her expertise lies in crafting compelling content tailored to online courses, making her a go-to source for those navigating the vast landscape of digital learning. In addition to online classes, she writes content related to study abroad, English test preparation and visas. She has completed her MA degree in Political Science and has gained valuable experience as an intern.She is known for her extensive writing on various aspects of international education, garnering recognition for her insights and contributions. Apart from her professional pursuits, Blessy is passionate about creative writing, particularly poetry and songwriting.

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• Essay on Importance of Education

Importance of Education Essay

Education is one of the key components for an individual’s success. It has the ability to shape one’s life in the right direction. Education is a process of imparting or acquiring knowledge, and developing the powers of reasoning and judgement. It prepares growing children intellectually for a life with more mature understanding and sensitivity to issues surrounding them. It improves not only the personal life of the people but also their community. Thus, one cannot neglect the significance of Education in life and society. Here, we have provided an essay on the Importance of Education. Students can use this essay to prepare for their English exam or as a speech to participate in the school competition.

Importance of Education

The importance of education in life is immense. It facilitates quality learning for people throughout their life. It inculcates knowledge, belief, skill, values and moral habits. It improves the way of living and raises the social and economic status of individuals. Education makes life better and more peaceful. It transforms the personality of individuals and makes them feel confident.

Well said by Nelson Mandela, “Education is the most powerful weapon to change the world”. To elaborate, it is the foundation of the society which brings economic wealth, social prosperity and political stability. It gives power to people to put their views and showcase their real potential. It strengthens democracy by providing citizens with the tools to participate in the governance process. It acts as an integrative force to foster social cohesion and national identity.

In India, education is a constitutional right of every citizen. So, people of any age group, religion, caste, creed and region are free to receive education. An educated person is respected everywhere and well-treated in society. As a kid, every child dreams of being a doctor, lawyer, engineer, actor, sportsperson, etc. These dreams can come true through education. So, investment in education gives the best return. Well-educated people have more opportunities to get a better job which makes them feel satisfied.

In schools, education is divided into different levels, i.e., preschool, primary, secondary and senior secondary. School education comprises traditional learning which provides students with theoretical knowledge. However, now various efforts are being made to establish inbuilt application-based learning by adding numerous experiments, practicals and extracurricular activities to the school curriculum. Students learn to read, write and represent their viewpoints in front of others. Also, in this era of digital Education, anyone can easily access information online at their fingertips. They can learn new skills and enhance their knowledge.

Steps Taken By Government To Promote Education

Education is evidently an important aspect that no government can ignore in order to ensure the equitable development of a nation. Unfortunately, some children still do not have access to education. The Government has thereby taken initiatives to improve education quality and made it accessible to everyone, especially the poor people.

The Government passed the Right to Education Act 2009 (RTE Act 2009) on 4 August 2009. This Act came into effect on 1 April 2010, following which education has become the fundamental right of every child in India. It provides free and compulsory elementary education to children of the age group of 6-14 years in a neighbourhood school within 1 km, up to Class 8 in India. On similar lines, there are other schemes launched by the government, such as Sarva Shiksha Abhiyan , Mid-Day Meal , Adult Education and Skill Development Scheme, National Means cum Merit Scholarship Scheme, National Program for Education of Girls at Elementary Education, Kasturba Gandhi Balika Vidyalaya, Scheme for Infrastructure Development in Minority Institutions, Beti Bachao , Beti Padhao, etc.

For our country’s growth, we require a well-educated population equipped with the relevant knowledge, attitude and skills. This can be achieved by spreading awareness about the importance of Education in rural areas. There is a famous saying that “If we feed one person, we will eliminate his hunger for only one time. But, if we educate a person, we will change his entire life”. Henceforth he will become capable of earning a livelihood by himself.

This essay on the Importance of Education must have helped students to improve their writing section for the English exam. They can also practice essays on other topics by visiting the CBSE Essay page. Keep learning and stay tuned with BYJU’S for the latest updates on CBSE/ICSE/State Board/Competitive Exams. Also, download the BYJU’S App for interactive study videos.

Frequently Asked Questions on Education Essay

How can the literacy rate in india be increased.

People in rural areas must be informed about the importance of providing education to their children. Also, with the COVID-19 situation, the government should take steps by providing laptops/phones for children to follow online classes.

Are girl children still denied their right to get educated?

Although awareness has now improved, there are still many villages in India where girl children are not provided with proper education or allowed to enrol themselves in schools. This mentality has to change for the betterment of the society.

Teaching subjects/academics alone is enough, or should students be introduced to other forms of educational activities too?

Extracurricular activities, moral value education, etc., are also as important as regular academic teachings.

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Essay on Importance of Education for Students

500 words essay on importance of education.

To say Education is important is an understatement. Education is a weapon to improve one’s life. It is probably the most important tool to change one’s life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual’s life. Education improves one’s knowledge, skills and develops the personality and attitude. Most noteworthy, Education affects the chances of employment for people. A highly educated individual is probably very likely to get a good job. In this essay on importance of education, we will tell you about the value of education in life and society.

Importance of Education in Life

First of all, Education teaches the ability to read and write. Reading and writing is the first step in Education. Most information is done by writing. Hence, the lack of writing skill means missing out on a lot of information. Consequently, Education makes people literate.

Above all, Education is extremely important for employment. It certainly is a great opportunity to make a decent living. This is due to the skills of a high paying job that Education provides. Uneducated people are probably at a huge disadvantage when it comes to jobs. It seems like many poor people improve their lives with the help of Education.

Better Communication is yet another role in Education. Education improves and refines the speech of a person. Furthermore, individuals also improve other means of communication with Education.

Education makes an individual a better user of technology. Education certainly provides the technical skills necessary for using technology . Hence, without Education, it would probably be difficult to handle modern machines.

People become more mature with the help of Education. Sophistication enters the life of educated people. Above all, Education teaches the value of discipline to individuals. Educated people also realize the value of time much more. To educated people, time is equal to money.

Finally, Educations enables individuals to express their views efficiently. Educated individuals can explain their opinions in a clear manner. Hence, educated people are quite likely to convince people to their point of view.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Education in Society

First of all, Education helps in spreading knowledge in society. This is perhaps the most noteworthy aspect of Education. There is a quick propagation of knowledge in an educated society. Furthermore, there is a transfer of knowledge from generation to another by Education.

Education helps in the development and innovation of technology. Most noteworthy, the more the education, the more technology will spread. Important developments in war equipment, medicine , computers, take place due to Education.

Education is a ray of light in the darkness. It certainly is a hope for a good life. Education is a basic right of every Human on this Planet. To deny this right is evil. Uneducated youth is the worst thing for Humanity. Above all, the governments of all countries must ensure to spread Education.

FAQs on Essay on Importance of Education

Q.1 How Education helps in Employment?

A.1 Education helps in Employment by providing necessary skills. These skills are important for doing a high paying job.

Q.2 Mention one way in Education helps a society?

A.2 Education helps society by spreading knowledge. This certainly is one excellent contribution to Education.

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Why is the First Day of Class important?

Buddy howell.

Department of Communications

Something that’s unique that begins to create your own culture in the classroom. I think as we begin to reveal something about our personalities, our students begin to see that we’re human and they feel comfortable. I think part of doing well in a class is just feeling comfortable with the professor.

You never get a second chance to make a first impression. This is true in every aspect of life, even teaching and learning. Students establish their strategies for class participation and commitment to courses on the first day of class. Numerous studies support the significance of preparing for the first day of class importance as the perceptions developed by the students on the first class can impact their motivation and engagement throughout the course timeline (Anderson et al., 2011; Eskine & Hammer, 2017;  McGinley & Jones, 2014; Wilson & Wilson, 2007).  Therefore, it is crucial to clearly communicate expectations for how students will engage with the material and participate in the lecture sessions. The first day of class is the perfect time in the semester to model behaviors you wish to see from students and provide examples of how to navigate your teaching, the learning environment, and their peers. Determining a clear set of objectives such as the following can greatly help in planning for and executing the first day of class:  

• Addressing questions and setting expectations
• Gaining insights into your students
• Building a learning community
• Introducing course elements and pace
• Inciting students' attention and motivation

Anderson, D. M., Mcguire, F. A., & Cory, L. (2011). The first day: It happens only once. Teaching in Higher Education, 16(3), 293-303.

Eskine, K., & Hammer, E.Y. (2017). Students’ perspectives on the first day of class: A replication. International Journal for the Scholarship of Teaching and Learning 11(1), Art. 5. https://doi.org/10.20429/ijsotl.2017.110105   

McGinley, J. J., & Jones, B. D. (2014). A brief instructional intervention to increase students’ motivation on the first day of class. Teaching of Psychology, 41(2), 158-162.

Wilson, J. H., & Wilson, S. B. (2007). The first day of class affects student motivation: An experimental study. Teaching of Psychology, 34(4), 226-230.

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The exploration of predictors for peruvian teachers’ life satisfaction through an ensemble of feature selection methods and machine learning.

1. Introduction

2. literature review, 2.1. concept of life satisfaction and influencing factors, 2.2. machine learning techniques and their application in the study of life satisfaction, 2.3. ensemble of feature selection methods, 3. materials and methods, 3.1. data extraction, 3.2. data cleaning and preprocesing, 3.2.1. initial data exploration, 3.2.2. missing data handling, 3.2.3. data transformation, 3.2.4. split dataset, 3.3. feature selection, 3.3.1. feature selection by filtering methods.

• Mutual information ( MI ) is a metric that quantifies the dependence between two variables, indicating to what extent knowledge of a feature helps predict the target variable [ 112 ]. Its value varies between 0 and 1, where 0 indicates no dependence and a value of MI > 0 indicates some relationship between the feature and the target variable [ 113 ]. For the selection of the k best features using the mutual information filter, we set the parameters score_func = mutual_info_classif and k = ‘all’ in the SelectKBest class of the Python module sklearn.feature_selection. Equation (1) allows us to obtain these scores. I x ; y = ∑ i = 1 n ∑ j = 1 n p x i , y j . l o g p ( x i , y ( j ) ) p x i . p ( y j ) , (1)
• where p x i , y j is the joint probability density function of x and y , and p x i and p y j are the marginal density functions. In Figure 4 a, we show the fifteen most relevant features obtained with this technique.
• Analysis of variance (ANOVA F-test) is used to compare the means of different groups and determine whether at least one of the means is significantly different from the others [ 114 ]. In the context of feature selection, it is used to assess the relevance of a feature in terms of predicting the target variable [ 115 , 116 ]. In this study, since our target variable is categorical, we use this technique to select numerical features. To do so, we employ the SelectKBest class, with the parameters score_func = f_classif and k = ‘all’ from the Python module sklearn.feature_selection. Equation (2) allows us to obtain the score of this technique. F = M S B M S W , M S B = n i ∑ i = 1 n ( y i ¯ − y ¯ ) 2 ( k − 1 ) , M S W = ∑ i = 1 k ∑ j = 1 n i ( y ¯ i j − y i ¯ ) 2 ( N − k ) , (2)
• where M S B is the mean of squares between groups, n i is the number of samples in group i , y i ¯ is the mean of group i , y ¯ is the overall mean of all groups, and k is the number of groups.
• M S W is the mean of the squares within groups, y ¯ i j is the value of sample j in group i , and N is the total number of samples.
• We show the ANOVA F-test filter scores for the prediction of teachers’ life satisfaction in Figure 4 b.
• Chi-square analysis is used to determine whether there is a significant association between two categorical variables [ 114 ]. In feature selection, this test is used to assess the relevance of a feature in predicting a target variable [ 117 ]. In this study, since our target variable is categorical, we applied this technique to select categorical features. We use the SelectKBest class, with parameters score_func = chi2 and k = ‘all’, from the Python module sklearn.feature_selection. Equation (3) shows how the score is calculated for each feature using the following filter. X = ∑ i = 1 n ( O i − E i ) 2 E i , (3)
• where O i is the observer frequency and E i is the expected frequency.
• In Figure 4 c, we show the scores obtained with this filter.
• Spearman correlation coefficient is a nonparametric measure that evaluates the monotonic relationship between two variables based on the ranges of the data rather than their exact values. It is useful in feature selection in ML to evaluate ordinal or monotonic dependencies between features and the target variable, without requiring assumptions about the distribution of the data [ 118 , 119 ]. We use the spearmanr() function of the Python module scipy.stats to determine the value of the coefficients. Equation (4) allows the calculation of these values. ρ = 1 − 6 ∑ d 2 n ( n 2 − 1 ) , d = R x − R y , (4)
• where R x and R y are the ranks of the x e y variables, respectively.
• In Figure 5 , we show the Spearman correlation matrix between the fifteen most important variables and the variable “teacher life satisfaction”.

3.3.2. Feature Selection by Integrated Methods

3.3.3. feature selection through ensemble of methods, 3.3.4. subset of data with characteristics most relevant to satisfaction with teachers’ lives, 3.4. training and model avaluation, 3.4.1. training and hyperparameters tuning, 3.4.2. model evaluation, 5. discussion, 6. conclusions, author contributions, institutional review board statement, informed con sent statement, data availability statement, conflicts of interest.

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Holgado-Apaza, L.A.; Ulloa-Gallardo, N.J.; Aragon-Navarrete, R.N.; Riva-Ruiz, R.; Odagawa-Aragon, N.K.; Castellon-Apaza, D.D.; Carpio-Vargas, E.E.; Villasante-Saravia, F.H.; Alvarez-Rozas, T.P.; Quispe-Layme, M. The Exploration of Predictors for Peruvian Teachers’ Life Satisfaction through an Ensemble of Feature Selection Methods and Machine Learning. Sustainability 2024 , 16 , 7532. https://doi.org/10.3390/su16177532

Holgado-Apaza LA, Ulloa-Gallardo NJ, Aragon-Navarrete RN, Riva-Ruiz R, Odagawa-Aragon NK, Castellon-Apaza DD, Carpio-Vargas EE, Villasante-Saravia FH, Alvarez-Rozas TP, Quispe-Layme M. The Exploration of Predictors for Peruvian Teachers’ Life Satisfaction through an Ensemble of Feature Selection Methods and Machine Learning. Sustainability . 2024; 16(17):7532. https://doi.org/10.3390/su16177532

Holgado-Apaza, Luis Alberto, Nelly Jacqueline Ulloa-Gallardo, Ruth Nataly Aragon-Navarrete, Raidith Riva-Ruiz, Naomi Karina Odagawa-Aragon, Danger David Castellon-Apaza, Edgar E. Carpio-Vargas, Fredy Heric Villasante-Saravia, Teresa P. Alvarez-Rozas, and Marleny Quispe-Layme. 2024. "The Exploration of Predictors for Peruvian Teachers’ Life Satisfaction through an Ensemble of Feature Selection Methods and Machine Learning" Sustainability 16, no. 17: 7532. https://doi.org/10.3390/su16177532

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