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By BUATRE George
In many professions today, management follows clear systems, rules, and measurable results. However, teaching stands out as a unique profession that does not easily fit into these structured approaches. School leaders and administrators often find it more complex and challenging to manage teachers than other professionals such as doctors, engineers, or lawyers. This situation is not because teachers are unwilling to cooperate, but because of the nature of their work, their professional identity, and the environment in which they operate.
This discussion explains why teachers are often difficult to manage, while maintaining respect for their important role in society.
The Challenge of Balancing Independence and Control.
One of the main reasons teachers are difficult to manage is that they are expected to be both independent and obedient at the same time. In the classroom, a teacher works alone and makes many decisions without direct supervision. They decide how to teach, how to explain concepts, and how to respond to learners’ needs.
This independence is very important. As John Dewey explained in 1897, “Education is not preparation for life; education is life itself.” This means teaching is active and flexible, not fixed or mechanical.
However, outside the classroom, teachers are required to follow school rules, policies, and instructions from administrators. These two expectations, freedom in class and strict control outside often create confusion and tension. As a result, teachers may resist some instructions, especially if they feel their professional judgment is being ignored.
Strong Personal and Professional Identity
Teaching is not just a job; it is a calling for many people. Teachers often feel deeply connected to their work and see it as part of who they are. Because of this, managing teachers becomes more sensitive.
Sigmund Freud described teaching as one of the “impossible professions” in 1937 because it deals with human behavior, which is unpredictable. Teachers invest their emotions, values, and beliefs into their work.
Also, Carl Rogers emphasized the importance of self-image throughout his writings, especially in 1951 (Client-Centered Therapy). When teachers are criticized or closely controlled, they may feel personally attacked, not just professionally guided. This can lead to resistance, even when the intention of management is positive.
In comparison, many other professionals separate their work from their personal identity more easily, making them simpler to manage.
Difficulty in Measuring Results
Another reason teachers are hard to manage is that their results are not easy to measure. In other professions, outcomes are clear. A doctor treats a patient, an engineer builds a structure, and results can be seen quickly.
In teaching, results take time. A teacher may teach a child today, but the real impact may be seen years later. Learners also come from different backgrounds, which affects their performance.
Michel Foucault explained in 1975 (Discipline and Punish) that institutions often use systems like supervision and evaluation to control workers. In schools, this includes inspections and performance assessments. However, these methods do not always fully reflect what happens in the classroom.
Because of this, teachers may feel that evaluation systems are unfair or incomplete, and this can make management more difficult.
Influence of Relationships and School Culture
Schools are not only workplaces; they are also communities. Teachers work closely together and build strong relationships over time. These relationships create informal groups that can influence decisions and behavior.
Pierre Bourdieu explained in 1986 that social relationships carry power through what he termed social capital. In schools, experienced teachers often have strong influence over others. They can support or resist changes introduced by administrators.
This means that even if a school leader has formal authority, they must also consider these informal relationships. Managing teachers, therefore, requires careful communication and cooperation, not just giving orders.
The Moral Responsibility of Teaching
Teaching has a strong moral responsibility. Teachers do not only teach subjects; they also shape values, behavior, and attitudes of learners. They often feel responsible for the future of their students.
Paulo Freire argued in 1968 (Pedagogy of the Oppressed) that “Education is a political act.” This shows that teaching involves making decisions that affect society.
Because of this responsibility, teachers may question policies or decisions that they believe are not in the best interest of learners. This can sometimes bring them into disagreement with school management.
To manage teachers effectively, leaders must show fairness, understanding, and commitment to the welfare of learners.
Emotional Demands of the Profession
Teaching is emotionally demanding. Teachers interact with many learners every day, each with different needs and challenges. They must show patience, care, and understanding at all times.
Arlie Hochschild introduced the idea of emotional labor in 1983 in The Managed Heart. Teaching requires a high level of emotional labor.
When teachers feel stressed, tired, or unsupported, they may become less responsive to management. What may appear as disobedience is sometimes a sign of exhaustion or frustration.
Therefore, management must also focus on supporting teachers emotionally, not just supervising their work.
The Need for a Different Management Approach
Because of all these reasons, teachers cannot be managed effectively using strict control or force. Instead, school leaders need to use cooperation, respect, and understanding.
Good management in schools involves listening to teachers, involving them in decision-making, and recognizing their professional skills. It also requires trust and open communication.
Teachers perform best when they feel respected and valued, not controlled.
Conclusion
Teachers are difficult to manage not because they are unwilling to follow rules, but because of the complex nature of their work. Their need for independence, strong personal identity, unclear results, social relationships, moral responsibility, and emotional demands all contribute to this challenge.
As Hannah Arendt stated in 1954, “Education is the point at which we decide whether we love the world enough to assume responsibility for it.” Teachers carry this responsibility every day.
Therefore, managing teachers requires more than authority. It requires understanding, respect, and collaboration. When these are present, teachers can work effectively, and the education system can achieve its goals.
The Writer Is an Educationist and a Practicing Journalist.
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