THE TEACHING PROFESSION in this country still attracts the best and the brightest, but unless major changes in training and in career support are introduced, the profession is in danger of becoming an unattractive one for young graduates, many educators believe.

For many teachers - though by no means all term - time is something to be endured. Social changes, including the diminished role of the teacher in, society, have contributed to the problems faced by teachers. Children are no longer expected to be seen and not heard and now have a greater awareness of their rights.

According to clinical psychologist Dr Tony Humphreys, up to 80 per cent of, teachers are struggling to cope in some, schools. "It's not that they dislike children, it's just that some teachers find it difficult to cope with them," he explains.

"Roll on the holidays," some teachers say, but for many educators they promise little enjoyment. "Teachers who are struggling take no pleasure in time oft," an inner city teacher says. "I know of teachers who can't enjoy their weekends because they are terrified of Monday mornings - they fear school more than the students do." These teachers feel that they have lost control in the classroom and suffer a loss of self esteem.

However, even teachers who remain in control can also suffer from a loss of self esteem and a lack of self confidence - particularly at second level. "The fact that they are largely working in isolation is a major problem for teachers," explains a secondary school principal.

"They are virtually locked away in classrooms with large groups of students of varying degrees of compliance and ability," he says. "They are constantly working against the clock to get through long courses and they simply have no time to develop normal relationships with their students."

Similarly, they have minimal contact with other adults and, as a result, some teachers have difficulty in relating to adults. "This creates an individual who after 10 or 15 years in the job is less able to cope in adult situations and his or herb selfesteem suffers. Some of them become egg shell thin to all criticism and the normal banter of inter personal relationships," the principal says.

Some teachers remain in the same small staffroom for up to 40 years. "They're working from a very narrow base," comments a second level boys' teacher. "They have no idea how things are done in the school next door. It would be far better if they could move around and see that there are other ways of doing things."

In the classroom, many teachers opt to maintain order through fear and they are unable to relax. "Some teachers are terrified to let down their guard and be themselves," says a teacher of more than 20 years. "They maintain a stiff upper lip and refuse to allow jokes in class, believing that if they do so they will lose control."

However, he says, a good teacher is one who can let down his guard and then restore order. "Children are impressed if you can laugh at yourself. If you can't laugh at a trick that's played on you, it can get out of hand and sour relationships. An innocent joke can end up as a major incident."

"You have to accept children as the are, listen to them at their own level and give them time for a chat," this teacher continues. He believes that being involved in extracurricular activities is a major advantage. "The children see you in a different light and they respect you for giving your time to them, while you become more aware of their qualities."

MANY EDUCATORS argue that post graduate diploma in education to supply young with the skills they to cope in the classroom. The one year programmes are too short, they say. "Classroom management is of the essence, but the universities are failing to train their students in modern classroom techniques," one such educator says.

"Students aren't getting enough classroom management practice and as result many are unable to cope." Many diploma lecturers are out of touch with what's happening in today's classroom. "They have no idea what's going on," he says. "Teachers need a whole gamut of tactics and strategies."

Given the problems that can beset older members of the profession, many educators are calling for greater in career development for teachers - both in self development and in classroom techniques. While the in service training that is currently taking place is welcome, many teachers remain critical of it. "It's very shallow," says one teacher. "It usually consists of a one day programmed" devoted to the new courses. That's fine, but where teachers are struggling it would be better to cut back on the courses and concentrate on classroom management and personal development."

It's ironic that in the era of lifelong learning, so little is being done for teachers. Many young graduates entering the software industry are promised up to 20 days training per year, for example.

And for a break, many educators favour sabbaticals for teachers after certain periods of service to enable them to broaden their horizons. Greater mobility both in and out of the profession would be a further benefit, they say.

"A happy teacher is a good teacher," one says.

"Schools are the second greatest influence on children's lives," Humphreys observes. "If we don't get it right, we are piling up problems for the future."