आधारभूत तहमा शिक्षकको पेसागत मनोबल विकासको अवस्था {The State of Teachers' Professional Morale Development at the Basic Level}

Abstract

प्रस्तुत अध्ययन आधारभूत तहमा शिक्षकको पेसागत मनोबल विकासको अवस्था पहिचान पर्ने उद्देश्यले  गरिएको हो । यो अध्ययन कीर्तिपुरस्थित दुई वटा सामुदायिक माध्यमिक विद्यालयको आधारभूत तहमा अध्यापन गर्ने  शिक्षकहरू तथा प्रधानाध्यापकमा केन्द्रित रहेको छ । यस अध्ययनमा अध्ययनकर्ता आफैँ विद्यालयमा गई गहन अन्तर्वार्ताका माध्यमबाट सूचनाहरू सङ्कलन गरी प्राप्त सूचनाहरूलाई व्याख्यात्मक र वर्णनात्मक विधिद्वारा विश्लेषण गरिएको छ । यस अध्ययनमा शिक्षकको पेसागत मनोबल विकासका कार्यक्रमहरू शिक्षकको विषयगत आवश्यकता र मागमा आधारित नभएको पाइयो । तालिम बढुवा प्रयोजन र औपचारिकतामा मात्र सीमित रहेको देखियो । शिक्षक स्वयम्ले आफ्नो प्रयास र स्वअध्ययनबाट पेसागत विकास गर्न सक्ने तथ्य प्राप्त भएको छ । साथै शिक्षकको पेसागत मनोबल विकासमा स्थानीय निकायको भूमिका प्रभावकारी हुन नसकेको, विद्यालयमा नियमित कक्षा अवलोकन र सुपेरीवेक्षण हुन नसकेको, कार्यमूलक अनुसन्धान तथा लेखरचना प्रकाशन गर्ने कार्यमा संस्थागत प्रयास हुन नसकेको र केही शिक्षकहरू पेसागत विकासका अवसरबाट समेत वञ्चित भएको पाइयो । शिक्षा मन्त्रालयले शिक्षण पेसामा प्रवेश गरेदेखि नै शिक्षकहरूलाई पेसागत मनोबल विकासका अवसर प्राप्त हुने नीति तर्जुमा गर्नाका साथै विद्यालय तथा स्थानीय निकायले विद्यार्थीको नतिजा उत्कृष्ट गर्न सफल हुने शिक्षकलाई उचित पुरस्कारको व्यवस्था गर्नुपर्ने तथा स्थानीय आवश्यकतामा आधारित तालिमको व्यवस्थापन गरी पेसागत मनोबल बढाउनु पर्ने देखिन्छ ।

{The present study has been undertaken to explore the state of professional morale development of the teachers teaching at the basic level. It has been confined to the teachers and head teachers teaching in two different community secondary schools located in Kirtipur. In this study, the researcher himself visited the schools, and conducted an indepth interview for the purpose of data collection. The collected data have been analyzed and interpreted following the descriptive-and-explanatory method. The results from the analysis depicted that the activities and programs proposed for the professional morale development of the teachers were not based on the subject specific needs and demands of the teachers. The training was seen just as a formality and only for the purpose of promotion. However, the teachers have made their own attempts to develop their professional morale by means of self-studies and initiations. The teachers reported that the role of local agencies has not been instrumentalized for the professional morale development of the teachers. Neither there is a provision of regular monitoring and supervision nor the institutional effort has been made for action research and teachers’ publications. A few teachers have been found to be deprived of the opportunities of their professional development. The findings of the study imply that the Ministry of Education should devise the policy of professional morale development of the teachers when they get entry into the teaching profession. The local government and the school stakeholders should provide rewards and/or incentives for the teachers who performed well to enhance students’ achievement. There is a need for managing training programs to the teachers considering the existing local need and the essence in order to develop their professional morale.}