Class struggles unite teachers and pupils

EVER higher pressures on exam performance and college entry points provide one of the principal factors causing pupils and their teachers to share a most unwelcome status.

Major new studies put teachers and pupils among the most stressed groups in society.

Teachers rated in the top section of the stress tables in a new study in Britain, where they teach smaller classes and are provided with far resources.

In this country, experts like Dr Anthony Humphries have long since acknowledged the exceptionally stressful nature of teaching.

A comprehensive study issued recently by the Economic and Social Research Institute, described stress levels as "disturbingly high" among second level students, particularly among Leaving Certificate pupils.

"A relatively high proportion pupils report inability to concentrate, losing sleep over worry, and leading constantly under strain. Girls report much higher stress levels than boys within both single sex and coed schools", it added.

But teachers, in particular, face many other sources of stress, ranging from gross lack of resources and, deteriorating discipline to the impact of rapid social and economic changes in Irish society.

Our schools not only reflect the kind of society they serve, they are also expected, to remedy the many ills now assailing it.

Lack of discipline, the drugs menace, vandalism, the scramble for college places and even the jobs crisis are all targets for remedial action in our second level schools.

In order to cope with the shortage of third level places, for instance, teachers, especially members of the Teachers' Union of Ireland, have devised and introduced post Leaving Certificate courses which are now recognised as an excellent pathway to employment or further education.

The greatly increased numbers of students with problem home backgrounds and from deprived environments generally, the lack of personal discipline among many students, the relentless spiral of college entry points and the massive shortage of resources all add up to severe levels of stress.

In addition, as part of the fundamental reforms now under way in our education system, massive curricular change has been taking place.

New programmes have been introduced, like transition year, Leaving Certificate Vocational, Programme, Leaving Certificate Applied Programme, revision of syllabi in the traditional Leaving Certificate programme, earlier changes at junior cycle level, plus many new programmes to tackle problems referred to earlier.

Members of the Teachers' Union of Ireland have a unique tradition of innovation in our schools and colleges. They have been involved in devising new programmes and pioneering them in recognition of the developmental needs of the system.

But the tone of the current proposals on teachers' pay and conditions betrays a real lack of ration of their efforts in the challenge of change such meagre resources.

New methodology and project work were taken on board and `teachers' willingness to undertake further changes was signalled, on, condition that the necessary provisions were made.

Not properly appreciated either now emerges, are the traditional services undertaken by teachers. The proposal for formal of an extra 15 hours of non teaching duties teaching time is evidence of Bernard Shaw quipped in `The Doctor's Dilemma' that all professions are conspiracies against the laity. Teachers could now be forgiven for suspecting that some commentators are conspiring in their ill informed criticism of teachers in relation to the £66.7 million package of proposals which the second level unions have decisively rejected.

Much has been made of the extra promotional posts and increased allowances, for instance. The Department of Education badly needs the restructuring of school management, as proposed in the package, but the structure that already exists in vocational and in community and comprehensive schools has not been recognised.

For instance, A and B post holders usually have a three pronged function in management, professional and pastoral areas. Not recognised dither is the role of class teachers.

The proposed redrawing of functions for special post holders and signing of new contracts, like some, of the other proposals, require an act of faith which teachers were clearly not prepared to make, given the rather stony ground provided by the Department in recent years.

While some commentators hype the in school management proposals as concessions to teachers, the teachers obviously take a different view.

Conditions of service are of central importance to teachers and crucially influence the effectiveness of schools, as acknowledged in the White Paper on education.

The tone of the document has done nothing to improve the morale and status of teachers. This is of crucial importance in ensuring the continuation of a high class education system.

Another major reason for the anger and disappointment of teachers is the stubborn refusal of Government to grant a scheme of early retirement which would allow teachers severely affected by the stress of the job to leave with dignity.

Sadly, jokes now abound about the humiliating procedures attaching to the conditions for early retirement for those with professional difficulties.

For many years, teachers have pointed to the need for an early retirement scheme and to the advantage of injecting new blood into a fast greying profession.

Teaching has become increasingly exhausting in recent years, and the need for a "safety exit" seemed at last to have been recognised by the Minister for Education three years ago. She told the Teachers' Union of initiate congress that she wished to possibility of an early retirement scheme.

"If it is possible to agree on such a scheme it will help address the problem of stress in some classroom situations and it will help to greatly improve the employment prospects of young teachers", said Ms Breathnach.

However, by the 1994 congress such a scheme seemed as far away as ever. The past two years have been extremely frustrating for teacher union leaders, in particular.

Negotiations under the PCW stalled and collapsed several times. But three years later, the Government has not gone the extra mile, because teachers rightly claim that members of the profession cannot leave it with dignity, given the restrictions and procedures under the "early retirement scheme".

That is why many of our members in this atmosphere of increasing workloads, higher levels of part time teaching, isolation and frustration were not prepared to take the leap of faith demanded by the PCW.

The task ahead is to restore morale amongst teachers and continue to develop the best educational service in the world.