ANALYZING THE SOCIAL STATUS OF HIGH SCHOOL TEACHERS IN LARKANA CITY – STAKEHOLDERS

Abstract

This study analysis that what is the social and professional status of high school teachers in Larkana by studying perceptions of stakeholders including parents, head of schools, Education Officers in Larkana and teachers themselves. Educating in globally recognized job which shapes learners overall academic growth, moral development and their social behaviors, though in many countries Teachers do not get enough recognition, they do not become part of any decision making, do not get professional support hence are not allowed to self-govern the classrooms. In Larkana, teachers encounter a number of challenges that usually effect their social prestige and professional standing as well. This study strives to figure out what as the perceptions of stakeholders about the status of teacher, highlight the social and professional factors that influence and proposes the ways to elevate the honor. Researcher, by using qualitative phenomenological approach, conducted semi structured interviews with 23 participants and analyzed the responses using thematic analysis to understand sense of responses. The outcomes show that teachers in Larkana are usually seen as just any other employee rather than be seen as respected professionals. Participants highlighted various aiding determinants; minimal salary packages, political interference in recruitment or even in transfers and promotions, weak administerial support, least growth opportunities, extra burdens of election work or other campaigns. The very common tradition of *Sain* culture and certain negative social attitudes emerged to shape perception regarding teacher status in community. These perceptions grate teachers’ confidence, motivation, decrease public confidence and lowers the overall standing of the professionals. Relying on these discoveries, the study requests for policy reform to intensifying status of teachers in Larkana – consisting, teacher licensing, minimized political interference in education administration, removing burden of non-teaching responsibilities, enhancing career growth chances and giving more authority to heads of schools over academic matters. Eventually, the study discusses that renovating status of teacher will be achieved with vast change in public perception and institutional support – one that acknowledges as essential and respected teacher truly is.