Schoolteachers in Out-of-School Hours Education: Blurring Professional Ideology in Recent Times

Teachers’ professional ideology and their involvement in out-of-school hours (OoSH) practices have been questioned in recent times. This study explores how schoolteachers understand their professional ideology in relation to their OoSH practices and how they explain their participation in private tu...

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Bibliographic Details
Published in:Qualitative report 2023-11, Vol.28 (11), p.COV1-3148
Main Authors: Islam, M. Monjurul, Hoque, Mohammed Shamsul, Othman, Wan Mazlini Binti, Thurairaj, Saraswathy, Al Murshidi, Ghadah, Ravindran, Latha
Format: Article
Language:English
Subjects:
Beliefs, opinions and attitudes
Education
Educational aspects
Educational Change
Educational Practices
Employment
Ideology
Perceptions
Policy making
Practice
Qualitative research
Schedules, School
Secondary School Teachers
Society
Students
Teachers
Teaching
Teaching Methods
Tutoring
Work hours
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Summary:Teachers’ professional ideology and their involvement in out-of-school hours (OoSH) practices have been questioned in recent times. This study explores how schoolteachers understand their professional ideology in relation to their OoSH practices and how they explain their participation in private tutoring in addition to formal schooling. This study deploys a qualitative approach using in-depth semi-structured interviews with nine secondary school teachers in Bangladesh. The thematic analysis highlights a substantial gap between Bangladeshi school teachers’ professional ideologies and their involvement in private tutoring. The findings from the study reveal that the respondents perceive their dual roles as schoolteachers and tutors as controversial and detrimental to discharging their professional duties in an ideological way. They recurrently struggle to justify the dual roles that contribute to the dilemma of professional ideologies. As such, private tutoring does not just create a problem in classroom teaching but affects professional ideology and commitment to teaching principles. The study recommends policymakers and professionals look into these issues to gain a deeper insight into the existing private tutoring literature concerning teachers’ professional ideologies.
ISSN:2160-3715
1052-0147
2160-3715
DOI:10.46743/2160-3715/2023.6177