3 Myths About the Teaching Profession That Irritate Educators Themselves

Contents:

• Teachers have a short working day, and they rest all holidays
• Teaching is a woman's profession
• Teaching is not a profession, but a vocation

Teachers have a short working day, and they rest all holidays

Many people think that teachers are lucky: They teach lessons and then can go home for lunch. After that, they have the entire summer to rest, starting from the end of May and ending on September 1st, not to mention additional holidays. However, it's important to remember that a teacher's job involves not only teaching lessons but also preparing for them, checking homework, communicating with parents, and participating in various events. This requires significant effort and time. Therefore, the perception of a teacher's job as easy and carefree can be misleading.

A teacher's work schedule differs significantly from that of students. Many people believe that a teacher's work involves only working with students, but in fact, this is far from the truth. Teachers spend a lot of time not only in the classroom but also preparing for lessons, checking homework, and participating in various events. This work schedule places significant demands on their time and energy, making the teaching profession complex and responsible.

Teachers have unique legal guarantees that distinguish them from other categories of workers. According to Article 333 of the Labor Code of the Russian Federation and Decree of the Government of the Russian Federation of April 3, 2024, No. 415, these guarantees ensure the protection of the rights and interests of educational workers. The legislation provides for special working conditions, which emphasizes the importance of the teaching profession in society. These guarantees contribute to the creation of a favorable educational environment and improving the quality of education, which in turn contributes to the development of the educational system in the country.

• They are entitled to reduced working hours - no more than 36 hours per week (ordinary workers have normal working hours of 40 hours per week);
• They are entitled to an extended paid annual leave of 56 days (ordinary workers - 28 days).

In fact, the number of hours teachers work during the week is known only to themselves. A similar situation is observed among many office workers, whose actual workload often exceeds the legally established limit of 40 hours. Teachers often spend significant time outside of the classroom, including preparing materials, checking homework, and communicating with parents. These additional hours are important to consider when assessing their professional workload and overall work time.

Galina Kolosova, a first-category mathematics teacher at a comprehensive school in St. Petersburg with nearly 40 years of experience, explains that teachers' schedules vary. This depends on the teaching load, the presence of a classroom teacher, the school's operating hours (five-day or six-day), and a number of other factors. For example, Galina Kolosova shares her schedule, which reflects the specifics of her work.

On average, I have six lessons a day, from 8 a.m. to 3 p.m. Preparing for lessons, given the accumulated material, takes about an hour and a half. However, a new curriculum has been introduced for grades 10 and 11, and there are no new textbooks. As a result, I have to independently search for and adapt teaching materials, which increases preparation time. Checking notebooks is a special task. I have two sixth-grade classes of 30 students each, and I check homework every two to three days, which takes up to two hours. To streamline the process, I pre-correct errors in class: students mark them with green pens, allowing me to complete the checks more quickly. Checking assignments for older students takes an additional hour, as I often assign them independent work, which facilitates their learning process. Vacation is one of the key benefits of being a teacher. However, 56 days doesn't constitute a full summer; it's only about two months, or eight weeks. Considering that many schools operate on a six-day schedule, this time for rest may seem insufficient. June is a busy month for many teachers, which also impacts their ability to fully rest. In addition, not all teachers can spend their vacation in a state of complete relaxation, as obligations and preparation for the next school year can take up a significant amount of time.

June is a special period in the educational process, notes Galina Kolosova. This month, it is necessary to prepare annual reports, conduct examination consultations, organize exam support, and actively participate in their administration. Also in June, it is necessary to write programs for the next academic year, but lately I have noticed that many of these programs have to be revised in August. During the summer months, some teachers work at school camps, which can lead to their vacations being split. However, most employees, with the exception of administration, take 56 calendar days of vacation in July. Intensive work begins in mid-August: preparing programs, participating in meetings, pedagogical councils and conferences, and preparing classrooms for the new school year.

During winter break, teachers rest, like everyone else in the country, since this time coincides with holidays. However, autumn and spring break are different: they are intended more for students than for teachers. During this period, teachers continue to fulfill their duties in accordance with the established teaching load specified in their employment contracts. But what do they do when there are no students in the classroom?

First and foremost, teachers use this time to prepare for new lessons, planning teaching materials and developing methodological recommendations. They also improve their qualifications by participating in seminars and training courses. This allows them to stay abreast of modern educational trends and apply innovative approaches to teaching. Furthermore, teachers analyze their students' results, plan individual lessons, and adjust curricula. Thus, even during vacation days, their work continues, aimed at improving the quality of education and supporting students.

Currently, teachers actively participate in meetings of the school's methodological association and teaching staff meetings. They compile reports on academic performance, and class teachers also prepare reports on educational work. This time is also devoted to methodological preparation for the next quarter and professional development through participation in in-person or online courses. Such events contribute to improving the quality of education and developing the professional skills of teachers, which ultimately impacts student achievement.

Statistics confirm that the myth about teachers having ample free time is untrue. Teachers are annually ranked among the professions with the most overtime. In 2024, according to a survey by the job search service SuperJob, only 26% of teachers said they did not work overtime. This figure is comparable to that of doctors and drivers, while nurses and couriers report working overtime most often. Teachers for whom overtime has become the norm work, on average, 36% longer than their standard working hours. These data highlight the significant challenges teachers face and the importance of raising awareness of the real situation in the education sector.

Teachers often combine teaching at a school with tutoring. According to a 2021 study by the educational company Maximum Education, approximately 60% of teachers teach individual lessons. This is driven not only by a desire to help students, but also by the need to increase income, given the high salaries in the education sector.

Tutoring certainly requires a significant investment of time. Galina Kolosova, for example, organizes her time as follows: in the evenings after school, she teaches private lessons, and dedicates the morning hours to grading her students' notebooks. As a result, her workday stretches from morning until evening. This schedule allows you to effectively combine teaching with preparing for lessons and ensuring high-quality learning.

Reading is an important aspect of our lives, contributing to the development of thinking and broadening horizons. It helps not only to acquire new knowledge but also to develop critical analysis skills. Immersing yourself in books, articles, or scientific research enriches our inner world and creates a unique perspective on reality. Regular reading improves concentration and memory, which in turn has a positive effect on mental performance. In today's information society, where knowledge is a key resource, the ability to quickly and effectively absorb information is especially relevant. It is important to choose high-quality sources to ensure access to current and reliable information. Therefore, reading is not only entertaining but also a necessary tool for personal and professional growth.

Teachers' Salaries: Changes and Implications for the Middle Class

In recent years, there has been a trend of teachers effectively losing their position within the middle class. This situation is concerning and requires the attention of society and government. Teacher salaries do not meet rising demands and expectations, which leads to a decline in the social attractiveness of the profession.

Teachers face financial difficulties, which negatively impacts their standard of living. Low salaries prevent them from achieving a decent standard of living, leading to an exodus of qualified specialists from the education sector. This, in turn, leads to a shortage of personnel and a decline in the quality of education.

It is important to pay attention to the need to increase teachers' salaries to bring them back into the middle class. This will not only improve teachers' financial situation but also elevate the status of the profession, making it more attractive to young people. Society must recognize the importance of investing in education and support teachers as key figures in shaping the future generation.

Tutoring, even when it is a teacher's primary activity, requires significant effort. As Irina Arkharova, a teacher and author of online Finnish courses, notes, "what students observe in class is just the tip of the iceberg." Preparing for lessons, creating individual learning plans, and constantly updating materials takes a significant amount of time and effort. Thus, a tutor's work requires not only knowledge but also dedication, making it quite labor-intensive.

Preparing for each lesson requires significant effort. Before starting a lesson with students, it is necessary to carefully plan the lesson, select the appropriate materials, and prepare homework. I teach Finnish, and as a teacher, I often lack textbooks suitable for different levels and ages. It is especially difficult to find high-quality teaching materials for teenagers that not only teach the language but also match their interests and current life situations. In such cases, I have to develop my own resources, adapting them to the needs and context of my students' lives. Preparing for a single lesson can take anywhere from 30 minutes to 2 hours, depending on the complexity of the topic and the required materials.

According to Irina, over the years of teaching, a teacher accumulates an extensive database of her own teaching materials. Today, many colleagues' developments are also available, and modern online tools significantly speed up the process of creating exercises. However, any materials need to be adapted to the individual student, taking into account their learning pace, interests, goals, and level of knowledge. Tutors also need to check students' homework. Even with only two students a day, the work process takes much more time than it seems at first glance.

Teaching is a female profession

This is one of the most persistent myths. On the one hand, statistics confirm that this is not a myth - women make up the overwhelming majority among teachers and in the education sector as a whole. According to the statistical digest "Education in Figures: 2023", there are practically no men in preschool and primary education - their share is less than 1%. In secondary general education, male teachers account for only 16%. Even in higher education institutions, women outnumber men, although here the difference is not so great - 59% women and 41% men. These data highlight the important role of women in the education system and suggest the need for further discussion of gender issues in this area.

Gender inequality in education is observed not only in Russia but also in other countries. According to UNESCO statistics, similar trends are observed in the UK, Germany, the USA, and Canada. In these countries, the ratio of men to women among university professors is often more balanced, although sometimes men still predominate.

The reason for the disparity in the teaching profession is not that it is supposedly "purely female" and unsuitable for men. The main problem lies in the undervaluation of teachers' work, which is reflected in the discrepancy between workload and salary. In areas where this undervaluation occurs, such as education and healthcare, women traditionally predominate, both in Russia and other countries. This points to broader social and economic issues that require attention and solutions.

Comparing the staffing levels of private and public schools, one can see that the salary situation differs in private institutions. In particular, at the private school "Letovo," there is a virtually equal ratio of men and women among teachers: 52% women and 48% men. This indicates a smaller imbalance in the distribution of genders among teachers, which can positively impact the educational environment and approaches to teaching.

Read also:

Where are teachers comfortable living and working? An overview of conditions for teachers in different countries

The question of where teachers are comfortable living and working is becoming increasingly relevant. Working conditions, pay, opportunities for professional advancement, and standard of living can vary significantly across countries. In this review, we'll explore the best countries for teachers, focusing on important aspects such as salaries, social security, and quality of life.

In Scandinavian countries like Finland and Sweden, teachers are highly respected and well-compensated. These countries offer robust education systems and opportunities for continuous professional development. Teachers are provided with generous vacation time and flexible work schedules, creating a comfortable working environment.

Canada is also an attractive destination for teachers, offering high salaries, a stable education system, and a variety of teacher support programs. Educational institutions in Canada are actively implementing modern technology, making teachers' work more interesting and productive.

Australia and New Zealand offer teachers good working conditions and competitive salaries. These countries offer a high quality of life, as well as opportunities for outdoor activities and exploring nature.

It is important to note that some countries, such as Germany and the Netherlands, also offer favorable working conditions for teachers. Here, teachers are provided with opportunities for career advancement and participation in educational reforms.

In conclusion, the choice of country for working as a teacher depends on many factors, including personal preferences and professional goals. However, it is clear that in a number of countries, teachers can count on high salaries, respect for the profession, and high-quality living conditions.

Kirill Shenyuk, a geography teacher at Letovo School, examines the concept of a "female profession," explaining its origins and development. He notes that stereotypes about professions associated with women have been formed under the influence of historical, cultural, and social factors. These ideas are often based on the traditional roles that women have played in society. It is important to understand that such stereotypes can limit women's career choices and hinder their career development. Discussing these issues helps to rethink existing biases and promotes a more equal approach to career choices, regardless of gender.

The stereotype that teaching is a profession primarily for women is based on the personal experiences of people who have themselves gone through school. Indeed, women predominate in educational institutions, not due to bias, but to real life circumstances. In Russian society, a tradition has developed of considering men as the primary breadwinners, and low teacher salaries prevent many men from considering this profession as a way to ensure a decent standard of living. Therefore, young people seeking financial stability and wanting to support their loved ones often exclude education from their career options.

Considering the teaching profession in the context of tradition, it is worth noting that in the past, it was not always considered "purely feminine," especially in pre-revolutionary Russia. Grigory Kamchatnov, a PhD candidate in history and a teacher of history and social science at the Pavlovsk Gymnasium, emphasizes that in the Russian Empire, the teaching profession was predominantly a male one. Teachers were considered civil servants, wore a uniform, had a stable salary, and enjoyed certain advantages, as higher education for women was not widespread. This underscores the historical significance of men's role in education and demonstrates how social and cultural conditions influenced access to the profession. Subject teachers in gymnasiums enjoyed high prestige and respect, and also provided decent wages. These positions were primarily occupied by men. Women, in turn, worked as primary school teachers, most often in public schools. These rural schools were characterized by difficult working conditions, low pay, and a lack of opportunities for career advancement. In 1880, women made up 20% of all public teachers, but by 1911 their share had increased to 53.8%. This growth indicates significant changes in the educational system and the increasing role of women in teaching.

Read also:

Teachers in the Russian Empire: income level and living conditions

Teachers in the Russian Empire played a key role in the educational system, However, their earnings and living conditions often left much to be desired. The average teacher salary varied depending on the region, type of educational institution, and level of education. In urban schools, teachers could receive higher salaries than in rural schools, where financial resources were limited.

Teachers' primary income consisted of a salary, which was often insufficient for a comfortable life. Many teachers were forced to take on part-time jobs to provide for their families. Working conditions were also far from ideal: a shortage of teaching materials, poor facilities, and a lack of professional support significantly complicated their work.

The social status of teachers in society was ambiguous. On the one hand, they were perceived as bearers of knowledge and culture, on the other - as people with low incomes and limited opportunities. Despite this, teachers continued to fulfill their mission, educating new generations and contributing to the development of education in the country. Thus, the lives and earnings of teachers in the Russian Empire reflected the complex social and economic realities of the time, emphasizing the importance of their role in society despite the difficulties and challenges they faced. Grigory Kamchatnov, who has 15 years of experience in teaching, does not feel the negative influence of the stereotype of a "female profession." On the contrary, he believes that this stereotype contributed to his professional growth. Due to the shortage of men in this field, employers are more interested in male candidates and strive to retain them in their teams. Grigory is convinced that the successful functioning of educational institutions requires both male and female teachers, which promotes diversity and the full development of students. Balance is key in education. Just as a complete family provides stability for a child, a school should represent both female and male approaches to upbringing and education. An educational institution where at least a third of the faculty are men creates a healthier and more diverse learning environment than an all-female institution. This diversity in the teaching staff promotes more harmonious student development, allowing them to experience different perspectives and approaches to problem solving.Irina Malyukova, HR Director at Pavlovskaya Gymnasium, supports the initiative to achieve gender balance in the educational environment. At the gymnasium, 85% of teachers are women and 15% are men. However, as Irina emphasizes, attention to gender balance in interactions with students is crucial. For example, 30% of homeroom teachers are men. She notes that male colleagues serve as role models for children, demonstrating respectful behavior, such as giving up their seat or holding the door for girls, which helps foster "soft" examples of masculinity. Moreover, the differences in the approaches of teachers – men and women – to the same problem enrich the educational process, adding variety and new perspectives.

Teaching is not a profession, but a calling

For many, teaching is indeed a calling. However, the problem is that high-flown phrases about calling, service, and educational mission often serve as an excuse for low teacher salaries. These words, although inspiring, do not solve the financial problems faced by educators. Teachers need decent compensation for their work so that they can focus on teaching and educating future generations, rather than worrying about their financial situation.

Teaching is not just a calling, but a professional specialty that requires serious training and knowledge. Many argue that "teaching is a mission and a service," but this statement is often used to justify low salaries in the education field. This creates the false impression that teaching is not deserving of adequate compensation. If the role of "math teacher" is not a specialty, then the question arises: should pedagogical universities be preserved? The teaching profession remains relevant and important, as it requires qualifications and professional skills. And while service and calling do play an important role in the educational process, they do not replace the need for highly qualified specialists capable of ensuring high-quality learning and student development. Alexander has worked in education for over 30 years, including school teaching experience. His professional journey began with a recognition of his calling during his school years, despite constant complaints from those around him about the low wages in this field. Many said that "teachers were never paid," emphasizing that "money doesn't buy happiness." As a result, when applying to the history department, Alexander chose university over pedagogical institute, seeking to obtain a diploma with the qualification of "historian" rather than "history teacher." This decision reflects his desire for deep knowledge and professional growth in the field of history.

According to the results of the 2023 survey, about Thirty-five percent of teachers dreamed of becoming teachers since childhood, and 28% were inspired by the example of their teachers. However, another survey shows that only 51% of teachers are satisfied with their career choice. The main reasons for dissatisfaction are low salaries, especially among young professionals, as well as heavy paperwork and emotional burnout. Furthermore, teachers rate the prestige of their profession as average, indicating their skepticism toward generally accepted notions of the high calling and mission of a teacher.

Alexander Chernyshov cites interesting historical evidence found in the "Report on the State of Church Schools of the Perm Diocese in Terms of Education and Upbringing for the 1910/1911 Academic Year." This document provides valuable information on the state of the educational system during that period and reveals important aspects of education in church schools. Analyzing such evidence helps us better understand the historical development of educational institutions and their impact on society.

Of course, I am happy to assist you with editing the text. Please provide the original text you wish to revise.

The increase in teachers' salaries in the diocese's parochial schools has had a positive impact on the educational process. This decision not only reduced the number of disenfranchised teachers but also contributed to increased motivation. The salary increase strengthened their commitment to the educational process, which in turn increased productivity. This measure also allowed church school administration to more carefully select candidates for teaching positions and set higher standards for them. This has led to an improvement in the quality of education in parochial schools.

Educators note that even religious leaders more than a hundred years ago understood the importance of decent wages for teachers. This awareness indicates that adequate compensation for teachers benefits not only the teachers themselves, but also society as a whole. Highly qualified and motivated teachers contribute to quality education, which ultimately impacts the development and prosperity of society.

Anton Gin, a primary school teacher and methodologist who runs the Telegram channel "Notes of a Capital Teacher," shares Alexander Chernyshov's opinion that the dichotomy between calling and profession is misguided. He believes that pedagogy encompasses both. Calling manifests itself in the fact that not everyone is capable of demonstrating steadfastness, kindness, and patience with children, repeatedly explaining the same things, overcoming difficulties in understanding. At the same time, the profession requires specialized training, ongoing professional development, as well as knowledge in psychology, pedagogy, and teaching methods. Thus, a successful teacher is not only a person with a calling but also a professional willing to learn and develop.

Anton emphasizes that the teaching profession should provide a decent income, allowing one not only to survive but also to live comfortably. It's also important for teachers to be respected by parents, management, and students alike. It's sad for teachers to see how the concepts of calling and profession become distorted and lose their true essence. "What do you need money for? Eat the sun and hide behind burdock. You didn't choose this profession for the money. It's a calling! Oh, you're in a bad mood? That means you can't work with children. Where's your smile, your enthusiasm? You have no spark, which means you have no calling!" Anton notes ironically. He emphasizes that calling and profession cannot be separated. It's important to remember that everything shouldn't be reduced to monetary reward. However, fanaticism in this matter is also inappropriate. It is necessary to maintain a balance and avoid substitution of concepts.