Stereotype of the teacher

The aphorism attributed to George Bernard Shaw, “He who can, does; he who cannot, teaches,” appears to have wide credence among intellectuals and educated groups. Primary and secondary teaching are often seen as a refuge for mediocre people who are industrious but unimaginative and uncreative. Writing in the Profession of Teaching in 1901, a Boston educator, James P. Monroe, said:

It is, indeed, the exceptional teacher—outside the faculties of colleges—who seriously looks upon himself as a professional man. The ordinary schoolmaster has little of the personal weight, of the sense of professional responsibility, of what may be called the corporate self-respect of the lawyer, the physician, or the engineer. The traditions of the teaching guild do not yet demand a wide education, a slow and laborious preparation, a careful and humble apprenticeship, such as are required for entrance into the really learned professions. A broad education and the poise of mind which follows it are the vital needs of a great majority of the public school teachers of today. They are ceaselessly complaining of a condition of things which is indeed grievous, but which is largely of their own creation. They demand high place without qualifying themselves to hold high place; they rebel at a not uncommon attitude of contempt or of contemptuous toleration on the part of the public, but do not purge themselves of the elements which excite that contempt; they accuse the parents and the public of indifference toward their work, but do little to render that work of such quality as to forbid indifference.

More than 60 years later, a professor of education at Utrecht in the Netherlands, Martinus J. Langeveld, taking a rather ambivalent position, quoted the director of a Swiss teacher-training college as saying, “The teaching profession is permeated with individuals who from youth upwards reveal the following characteristics: average drive for power, average ambition, and escapism [ Lebensscheu ].” Langeveld discerned an occupational type, or stereotype, characterized on the one hand by lack of independence or social courage and a limited social horizon and on the other by industriousness, intellectual interest, achievement motivation, and a love for teaching children.

Whether or not this is to be given credence, it hardly applies to university teachers, and the events of the 1960s seemed to move teachers toward much more social and political action as a group and toward greater personal initiative.

One characteristic that no longer seems to be true is that teaching is a woman’s profession. Even though most industrialized countries have a preponderance of female teachers at the primary level, there are nearly equal numbers of male and female teachers in the world. The table shows estimates of the percentage of women teachers in the late 1970s for several major countries and areas of the world.

There is a good deal of variation in the sex ratio among teachers in European countries. In 1979 the percentage of primary-school teachers who were women in the United Kingdom, France, and the Netherlands was 78, 65, and 46, respectively. These percentages reflect the long-standing European tradition of male teachers in the rural village schools.