Proper remuneration and learning outcomes

Tshwarelo Hosia | Monday June 27, 2022 06:00

Today here I am, finding myself so foolhardy as to attempt a direct confrontation with the money factor and its role (perceived or real) on learning outcomes.

Of course, one should tread with caution when dealing with an emotive and sensitive subject such as that of teacher remuneration. I am a teacher by profession and I wish every thing good to happen to the profession that I love.

Among other things on the list I cherish dearly for the noble profession are issues of decent housing and improved remuneration, rewards and incentives.

A case has already been made for improvement in the conditions of work of the teaching profession and this column has no intention of reinventing the wheel. Yes, there is no doubt that improved remuneration and a package of incentives and rewards would go a long way to raise the morale of the ‘troops on the ground’ and possibly create a fertile ground for more and better learning.

Resources permitting, any country has a duty to take a special interest in the welfare of the heroes and heroines who wake up early and toil from dawn to dusk to teach the children.

Much of what we desire for the future of our children and children’s children hinges on the performance of the teaching and learning industry. On the local scene, our aspirations for a prosperous and thriving society, anchored on a much more diversified and knowledge-based economy, to a large extent will depend on what the teachers and their students are doing in their classrooms. Consequently, the role of teachers in the envisaged transformative Reset Agenda cannot be over emphasised.

Yet the big question before the ‘house’ is whether good money guarantees good student outcomes. The answer is yes and no. Yes, because money is a morale booster, providing the extrinsic motivation required to attract and retain teachers. Unattractive and less competitive remuneration could result in an exodus and loss of highly skilled and talented teachers.

On the contrary, as they say money cannot buy everything. It certainly can’t buy love and cannot buy good education. Intrinsic motivation matters more. Love brings more accomplishments than anything else.

Yes, to many aggrieved educators teaching might appear a thankless job, but if passion is the driving motivation, no stumbling block is strong enough to stand in the way of delivery of good teaching. In fact, they often say learning outcomes begin to take a nose-dive the moment those charged with the responsibility of teaching and managing schools stop caring. When those responsible for challenging students to up their game appear indifferent and unconcerned when students fail, then there is no prospect for change.

Closing the subject of remuneration, way back in June 2018, while attending an instructional course at the Harvard Graduate School of Education, I quizzed instructional experts gathered there about the power of remuneration in the enhancement of good instructional classroom delivery. And I got a blunt and unadorned answer, which was ‘double income does not necessarily guarantee double learning outcomes’.

The implication is that while fixing issues of teacher remuneration is a noble thing, it is nonetheless not an end in itself but a means to an end. There is much more requiring fixing. The best way of going about the problem of the depressing challenge of low academic outcomes is paying a close and special attention to the basics. Professor Jaap Kuiper could not have been more right when he advised the system to calm down, reduce the noise and get the basics right. The system cannot afford to keep tinkering at the edges while hoping for some miracle to occur. The continuing twin challenge of management and accountability across all sections of the education system must be addressed.

Management of modern complex schools boasting highly educated teachers and students presenting a plethora of challenges cannot be left to God and chance alone. Those earmarked and privileged to run schools must as a prerequisite undergo training on instructional leadership and governance. The appointment of school leaders and school oversight external bodies should come with one big condition. That within three years in the post, there should be clear and visible positive changes leading to improved learning outcomes.

If there are no visible signs of progress within three years, the system should act swiftly to cause movements aimed at reviving the fortunes of schools and saving learners. Inaction and half measures tinkering on the surface usually lead to irreparable damage. What is more, the system should not shy away from taking appropriate measures to raise the rigour of instruction in the teaching halls.

This is a big game changer, which unfortunately does not always enjoy sufficient attention. The right match and recipe are always required between teachers, students and the curriculum.

Teacher mastery of content makes no difference if delivery is not tailored to meet the needs of every learner. At all times teachers must set high expectations of learners and sufficiently challenge and motivate them to reach their potential. There is still no alternative to quality instruction.