Relative to other professions, the teaching profession might not always be the most highly valued one in society in terms of things such as the prestige and pay conferred upon the position. However, one thing is certain, and it is this: Teachers are indispensable for societal progress. Not only do teachers instill in students a sense of civility, morality, and civic responsibility but also a curiosity to explore and the knowledge to find their niches in life. It is immaterial whether students choose to pursue a vocational, academic, athletic, service, artistic, or entrepreneurial career path in life. One of the most important objectives of education—and the thing that truly matters the most—is for teachers to prepare students to become responsible, productive, self-sufficient, self-supporting, self-reliant, law-abiding, and contributing members of the broader societies in which they live. Upon joining the labor force, the challenge for students is to secure work in a position that they truly enjoy.
The questions for teachers are these: How do they inspire students to become excited about learning? How do they inspire students to reach for their fullest potential? How do they prepare students to compete in a global economy? What makes a great and motivated teacher? Granted, most teachers will not possess a passion for teaching comparable to, say, Aaron Stern, Marva Collins, Doug Lemov, or Jaime Escalante. Yet, the passion that these educational trailblazers brought to the teaching profession is worthy of emulating.
Numerous studies have been undertaken to answer or shed light on the above-mentioned kinds of questions. Some of the more recent studies include the following ones:
Another enlightening study is titled 2013 Global Teacher Status Index, which was conducted by the Varkey GEMS Foundation. The study's objective was to determine what were the main drivers of good teaching outcomes. Good teaching outcomes translate into both job satisfaction for teachers and students meeting minimal performance levels on standardized tests. Is the degree to which status and prestige are bestowed upon the teaching profession the main drivers of good teaching outcomes—or lack thereof? Are the compensation and benefit packages paid to teach the main drivers of good teaching outcomes—or lack thereof? Are conditions in the classroom and the ways in which schools systems are administered the main drivers of good teaching outcomes—or lack thereof? Are the way in which school curricula are structured the main drivers of good teaching outcomes—or lack thereof?
The following graphics and videos are presented to shed more light on the teaching profession and the educational achievements of students.