Q1.

A)

A profession is typically identified by a series of specific characteristics that

set it apart from every other type of work. Teaching meets these
characteristics and thus it is a profession. A profession is also an occupation
that requires unique knowledge, extensive training and a commitment to
ethical standards.

Characteristics of a profession and how they relate to teaching as a

profession:

i) Professions entail the acquisition of a unique, highly developed

knowledge base achieved through formal education and practice. –
In teaching, teachers are taken through pedagogic strategies that
equip them with unique teaching strategies, subject matter
expertise, child development, learning theory and classroom
management.
ii) Professions require standardized certification and legal licensure to
ensure competency and accountability. Teaching therefore is a
profession because a teaching certification or license is mandatory
in most nations like Finland and U.S.A.
iii) Professions have official codes of ethics in the interest of client
welfare and public benefit. Teaching is therefore a profession
because teachers have to conform to codes of ethics which
emphasize equity, confidentiality, non-discrimination and enhancing
students well-being.
iv) Professionals exercise independent judgement in applying their
expertise with little outside intervention. In teaching, teachers
participate in designing lessons, assess students needs and adjust
the schemes of work.
v) Professions prioritize the good of society more than profit. In
teaching, educators play a fundamental role in the building of
society through the development of critical thinking and work
preparation. Hence teaching is a profession.
vi) Professions are supported by associations that offer standards and
guidance for members and further ethics. In teaching, organisations
like Teachers Service Commission (TSC) and Kenya Institute of
Curriculum Development (KICD) promote professional development,
advocate on behalf of educators, policy and uphold teaching
standards.
Q1B)

Explain the issues affecting school teachers in the 21 st Century

The role of school teachers in the 21st century has become increasingly
complex and demanding due to rapid social, technological, and
educational changes. Teachers are no longer just conveyors of knowledge;
they are facilitators, mentors, counselors, and innovators who must adapt
to diverse student needs and evolving learning environments. While the
teaching profession remains vital for shaping future generations,
educators today face numerous challenges that affect their effectiveness,
well-being, and job satisfaction. These issues range from managing
student behavior and coping with increased administrative tasks to
integrating new technologies and addressing mental health concerns.
Understanding the multifaceted problems confronting teachers in modern
schools is essential for developing strategies that support their
professional growth and enhance educational outcomes. This paper
explores the key issues affecting school teachers in the 21 st century,
providing insights into their causes, implications, and potential solutions.

1. Technological Advancements and Integration

Efficient application of technology in the classroom is perhaps the
largest challenge faced by 21st-century teachers. While computer-
aided tools and web-based resources can speed up learning,
teachers must constantly upgrade their skills to utilize these tools
and use them responsibly and effectively. For example, instructors
need to implement learning management systems, learning
applications, and virtual environments for collaboration, which are
intimidating without proper training and facilitation assistance.
Furthermore, technology can be distracting for students, making it
difficult for teachers to remain focused and engaged during classes.
Merging technology with building critical thinking is an issue of
utmost importance.

2. Diverse Student Populations and Inclusive Instructioning

Classrooms today are multicultural, comprising students of varying
cultural, linguistic, and socio-economic backgrounds. This is a
rallying call for teachers to employ inclusive pedagogy that
responds to multiple learning needs and cultural considerations. For
example, a teacher will have to adapt lesson plans to accommodate
English language learners or students with special needs to ensure
 equal access to education. This requires differentiated instruction
and cultural competence that is daunting given limited resources
and time

3. Evolving Pedagogical Approaches and Learning Needs

This shift from traditional rote learning to encouraging skills like
problem-solving, critical thinking, creativity, and teamwork requires
instructors to modify their styles of instruction. Strategies such as
team activities, inquiry-based learning, and project-based learning
receive more emphasis. For instance, instructors can devise group
projects that model real-life problems, challenging learners to apply
knowledge in a creative way. Utilizing these strategies, however,
requires ongoing professional development and extensive planning
time.
4. Addressing Information Overload and Critical Literacy Acquisition
The age of information has led to an overload of information,
including misinformation and disinformation. Teachers play a central
role in educating learners on how to gain information literacy
competencies so that they can evaluate sources efficiently and
select credible information. For example, teachers can incorporate
education on fact-checking and media literacy to prepare learners
for the competency to responsibly operate in the advanced
information environment.
5. Time Pressure and Workload Stress
Teachers have a lot of pressure to deliver well-rounded curriculums
within compact timeframes alongside standardized student support.
Creating challenges and engaging lesson plans aligned to mandated
standards and curriculums is strenuous, especially with large
student populations. In an example such as a class of 40 students,
for instance, a teacher is most likely to struggle to provide
individualized support than than standardize lessons, thereby
generating mental pressure and potential burnout. Administrative
work, grading, and parental communication also add to their burden

6. Behavioral Problems and Emotional Labor

Student behavior control and emotional health are significant
concerns. Teachers often have to serve as counselors and role
models, addressing stress, trauma, or neglect at home. Emotional
labor can be exhausting, especially without resources or training
they need. Teachers may spend considerable time helping students
 to manage stress, for instance, which can be expensive in terms of
instructional time.

7. Parent and Community Communication

Effective communication between teachers and parents is
essential to student success but can be problematic. Teachers
have to contend with unwilling parents or conflicting
expectations. To give an example, there are parents who oppose
homework or school policies, rather pushing teachers to play the
mediator and advocate roles for their students.

8. Administrator Pressure and accountability.

Teachers are constantly under pressure to increase student
outcomes, meet standardized testing criteria, and engage in
professional development. This accountability is burdensome as
teachers play multiple roles and expectations at the same time.
There is a lack of supportive administration, but teachers report
they feel undervalued and overwhelmed with these expectations.

Conclusion

In conclusion, school teachers in the 21 st century navigate a

complex and rapidly changing educational landscape marked by
numerous challenges. From integrating new technologies and
managing diverse classrooms to coping with increased workloads
and addressing students’ emotional needs, teachers face pressures
that demand adaptability, resilience, and continuous professional
growth. These issues not only affect teachers’ effectiveness but also
their well-being and job satisfaction. To ensure quality education
and support teachers in their critical role, it is essential for
policymakers, school administrations, and communities to provide
adequate resources, training, and emotional support. By addressing
these challenges holistically, the education system can empower
teachers to thrive and better prepare students for the demands of
the modern world.
Q1.C)

What are the expectations/Perceptions of society of the teacher?

1. Moral and Ethical Role Models

Expectation: Teachers are expected to act with integrity, discipline,
honesty, and responsibility.
Perception: Seen as moral authorities that shape the character and
values of students
2. Knowledge Experts
Expectation: Teachers should be educated, competent, and current
in their content area.
Perception: Considered the source of knowledge and intellectual
authority.
3. Community Leaders
Expectation: In many societies and especially in rural or traditional
communities teachers are often expected to lead the community
and engage in social action, leading by example.

Perception: Respected in the community and viewed as socially

influential beyond the classroom.
4. Mentors and Nurturers
Expectation: Support and encourage students emotionally and
academically, helping them grow and succeed.
Perception: Frequently viewed as a second parent or guardian.
5. Agents of Change
Expectation: Teachers are expected to advocate for social justice
and equality, and promote development through education.
Perception: seen as part of efforts in national development and
social progress.
6. Role in Discipline and Order
Expectation: Maintain discipline in the schools and in the
community, while still promoting respect for rules, expectations,
and authority.
Perception: When needed seen as those who are strict but
necessary disciplinarians.

Q2.A)

What is Democracy?
 Democracy refers to creating a learning environment that reflects
democratic values such as equality, participation, freedom, and respect. It
involves students, teachers, and parents in decision-making processes and
encourages active, critical, and responsible citizenship.

Q2B)

Importance of Democracy in Educational Setting:

 Promotes student voice and empowerment.

Students are encouraged to express their thoughts and make choices
in decision-making, which builds confidence and learning leadership
skills.
 Encourages respect and tolerance.
Democratic classrooms promote understanding of diverse opinions,
cultures, and backgrounds, teaching students to respect others and
resolve conflicts peacefully.
 Develops critical thinking and problem-solving skills.
Students are taught to think independently, question information, and
consider different viewpoints, essential for participating in democratic
societies.
 Fosters responsibility and active citizenship.
Students learn their rights and responsibilities, preparing them to
contribute positively to their communities and the wider society.
 Creates a more inclusive and fair learning environment.
Everyone has equal opportunities to learn and participate, reducing
discrimination and promoting social justice.
 Builds collaboration and teamwork.
Democracy in classrooms encourages working together, listening to
others, and valuing group decision-making.

Q 2 C)

Ideals of Democracy

 These are the core principles and values that guide democratic
systems. They include:
 Equality: All individuals are equal before the law and have equal rights
and responsibilities regardless of their background.
 Freedom: People have the right to express their opinions and beliefs
freely, within the boundaries of the law and respecting the rights of
others.
  Rule of Law: Everyone, including those in power, must obey the law.
The law should be applied fairly and consistently to all citizens.
 Participation: Citizens have the right and responsibility to take part in
their government and society. This includes voting, expressing
opinions, joining organizations, and engaging in civic activities. A
democratic society values the diversity of voices and encourages
active involvement of different groups.
 Accountability and Transparency: Those in power should be
answerable to the people and operate openly and honestly. Decisions
and actions taken by the government should be transparent and
subject to scrutiny.
 Respect for Minority Rights: While the majority’s will is important in a
democracy, the rights and interests of minority groups must be
protected and respected.
 Inclusive Leadership: Schools have a crucial role in fostering inclusive
leadership by valuing students’ diverse participation, leadership styles,
and practices of democratic values.
 Civic Education: Education helps learners understand civic duties and
responsibilities, governance, and democratic values.
 Empowering Student Voice: Schools should involve students in
decision-making about school rules, activities, and discipline through
open discussions.
 Respect for Diversity: Schools bring together students from diverse
ethnic, religious, and social backgrounds, promoting tolerance, unity,
and mutual respect.
 Equal Opportunities: Efforts are made to treat all students fairly,
including policies that ensure gender equality and inclusive education
for students with disabilities.
 Conflict Resolution and Discipline: Many schools are adopting more fair
and participatory methods of conflict resolution, such as peer
mediation or dialogue-based approaches.
 Promotion of Rights and Responsibilities: Through classroom activities,
clubs, and school events, students learn to understand and exercise
their rights responsibly.
 These notes provide a good overview of the key ideals and principles of
democracy and how they can be applied and fostered within an
educational setting. Do you have any specific questions about any of
these points?

Q3A)
a) What is Research?

* Research is a systematic and rigorous process of inquiry aimed at

discovering and interpreting facts, revising accepted theories or laws in the
light of new facts, or discovering new facts or the practical application of
such new or revised theories or laws. It involves asking specific questions
and then systematically trying to find answers. Through investigation and
careful study, research can lead to the creation of new knowledge or the
validation of existing knowledge.

Q3B)

b) Identify 3 Approaches Used in Research:

 Quantitative Research: This approach focuses on numerical data and

statistical analyses to measure and test objective theories. It often
involves experiments, surveys, and the manipulation of variables to
establish cause-and-effect relationships.
 Qualitative Research: This approach explores and seeks to understand
the meanings, perspectives, and experiences of individuals or groups.
It involves non-numerical data such as interviews, observations, and
focus groups to gain in-depth insights into social phenomena.
 Mixed Methods Research: This approach combines both quantitative
and qualitative research methods within a single study or across
multiple phases of the research project. It aims to provide a more
comprehensive understanding of the research problem by integrating
different types of data and perspectives.

Q3C)

c) Discuss the Significance of Research Methods and Approaches That

Sociology of Education Uses to Solve Problems and Issues Related to
Education:

Research methods and approaches play a significant role in education by

addressing various problems and issues, including:

1. Understanding Learning and Development: Different research

approaches, particularly qualitative methods, help educators gain a
deeper understanding of how students learn, their motivations, their
challenges, and their diverse needs. This understanding is crucial for
developing tailored teaching methods, differentiated instruction, and
supportive learning environments. For example, ethnographic studies
 can provide rich insights into students’ experiences in the classroom
and their perspectives on learning.
2. Curriculum Development and Evaluation: Research plays a vital role in
designing, implementing, and evaluating education curriculum. It can
inform the selection of content, teaching methodologies, and
assessment strategies. Through research, educators can determine
the effectiveness of a curriculum in achieving its intended goals and
make necessary revisions to enhance its impact.
3. Addressing Educational Inequalities: Research can shed light on the
factors contributing to disparities in educational outcomes among
different student groups. By identifying these factors, such as socio-
economic status, cultural background, or learning disabilities,
educators and policymakers can develop targeted interventions and
policies to promote equity and inclusion in education.
4. Improving Teaching Methodologies: Research continuously explores
and evaluates different teaching methodologies, from traditional
lecture-based approaches to more innovative methods like project-
based learning, flipped classrooms, or the use of technology. By
examining the impact of these methods on student engagement,
understanding, and achievement, educators can refine their
instructional practices for better effectiveness.
5. Informing Policy and Decision-Making: Educational research provides
data and insights that can inform policy decisions at various levels,
from school administration to national education ministries. Research
findings can guide the development of effective policies related to
funding, resource allocation, teacher training, and educational
reforms.
6. Solving Practical Problems in Classrooms and Schools: Action
research, a specific type of applied research, empowers educators to
investigate and address problems within their own classrooms or
schools. By systematically collecting and analyzing data on their own
practices, teachers can identify areas for improvement and
implement changes to enhance student learning and the overall
school environment.
7. This last point emphasizes the practical application of research by
educators themselves to bring about positive change at the
grassroots level.
8. These comprehensive notes provide a strong foundation for
understanding the definition, importance, and ideals of democracy, as
 well as the vital role of research methods within the sociology of
education.

References

 The Challenges of Teaching in the 21st Century

https://www.aulm.edu.eu/the-challenges-of-teaching-in-the-21st-
century/
 Overcoming Challenges and Developing Key Skills for Teaching in.
https://strobeleducation.com/blog/overcoming-challenges-and-
developing-key-skills-for-teaching-in-the-21st-century/
 Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education:
Issues and perspectives (10th ed.). Wiley.
 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-
analyses relating to achievement. Routledge.
 Levin, H. M., & Belfield, C. R. (2015). Return on investment in
educational interventions. Brookings Institution Press.