Symbolic Interactionism, Functionalism and Conflict Perspective Application of Education Exodus - Example

Running Header: Symbolic Interactionism, Functionalism and Conflict Perspective Application of Education Exodus Education Exodus Name Course Name and Code Instructor’s Name Date Education Exodus Summary of the article According to statistics available at NSW public school system, few teachers leave their jobs within the first year of employment (Haesler, 2012). On the other hand, some researchers (Riley and Garrett) believe that this information does not reflect what is happening in the school system. In addition, Garrett believes that measures such as Rewards for Great Teachers scheme could be beneficial others believed that this did not motivate the teachers to stay. Other research such as Jones does not support the idea that increase in salary contributes to the length that a teacher serves rather it is the support that the teachers receive and thus it is behaviourists in nature (Haesler, 2012). Another component that contributes to teachers leaving their job includes workload and complexity of tasks. Other teachers claimed that they have stayed in the teaching fraternity because of the support and design of tasks, which are attributed to staffroom strategies. Introduction An aspect that occurs in the society can be viewed from different angles (Bessant & Watts, 2007). Some people may support the issue, others will not support the issue while many other people will either try to improve the issue through constructive criticism, and others will employ distractive criticism. An example of such issue is the education exodus where teachers leave their teaching posts within five years of employment (Haesler, 2012). To understand their behaviours, the paper analyses information on the article based on four sociological theories that include symbolic interactionism, functionalism and conflict perspective. Summary of the Three Theories and its Application to the Case Study Symbolic interactionism sometimes referred to as symbolic interactionist perspective assists sociologists in understanding the details of daily life and symbols in defining what these symbols mean and how different people interact with each other (Andersen & Taylor, 2007). This means that people responds to what they interpret of the world meanings (Ferrante, 2010). For example, verbal conversations in which words plays a major role may be subjective in its interpretation and also it is determined by effective communication or lack of it (Andersen & Taylor, 2007). This means that words are not static “things” rather it requires both interpretation and intention. Generally, it means that symbolic interactionists views how people act, and then, define it through symbols and actions. In the case of teachers, not staying in a given school for more than five years can be viewed through utilisation of this theory. Two important features that may be associated with teachers’ exodus is type of support that the teachers receive from their superiors and the amount of salary (benefits) that they receive. Teachers view salary as a result of hard work of teaching and they see salary as a symbol (Haesler, 2012). This means that teachers may perceive and respond to the amount of salary that they receive and may use this in determining how certain activities may be accomplished within the school and in their daily activities. In addition, some teachers complained that they did not receive appropriate support from their seniors. From the perspective of the senior teachers, this cannot be a big issue, but from the perspective of the normal teacher, it is a major issue and it contributes in teachers leaving their positions within the first five years after their employment (Ferrante, 2010). This means that these teachers associated seniority support to advancement of their teacher capability and also contributes to their personal development. Conversely, the views championed by this theory neglects other minor societal interpretation e.g. the bigger picture. For example, the people analysing the symbolic interatctionists might miss the bigger issues and only champions “trees” instead of the “forest”. For example, the salary that the teachers receive may be seen as a “tree” and the quality of the education seen as the “forest” (Haesler, 2012). Thus, teachers may champion for better salaries but the quality of education is poor. Another important sociological theory that plays an important role in understanding why teachers leave their positions within the first five years of their employment is functionalism or functionalist perspective (Ferrante, 2010). This theory is based on the view that the society has numerous factors that are interdependent and these factors contribute to how the society functions as a whole (Andersen & Taylor, 2007). For example, the role of a state or government is to provide education for the children while the role of the children’s family is to pay taxes since the government requires these taxes to run the school (Andersen & Taylor, 2007). Hence, if there is harmony between the state and payment of taxes, it result in stability and productivity, and if this is not met, strategies are usually put in place to ensure that what is required is achieved. It generally means that the society is held by social consensus ensuring that goals are achieved. This theory is applicable to the approach and means in which teachers within institution operates. The function of teachers within teaching institutions is to guide students into succeeding in the goals and requirements that are in place. Within a school setting, four major players include the students, students’ families, government and management of the school (Haesler, 2012). These four branches should come together in harmony to ensure that each branch achieves its requirements. The function of a student is to receive and utilise information received from the teacher, and the role of the government is to ensure that there is a level playing ground for the different stakeholders (Ferrante, 2010). The role of the students’ families is to ensure that they support the three branches through assisting in formulating and implementing policies that guarantees all stakeholders work harmoniously (Andersen & Taylor, 2007). In the case of teachers leaving their positions within the first five years, means that there is a misunderstanding between the teachers and some of the stakeholders (Furze, Savy, Brym & Lie, 2008). Issues that arise may include the pay, benefits that the teachers receive if they work optimally, relationship between the management of schools and the teachers, and the relationship between the teachers and the government (Ferrante, 2010). Teachers complained mostly because of lack of support and guidance from their seniors, an aspect that caused some teachers to change jobs (Haesler, 2012). The function of school management is to assist the teachers towards teaching effectively but some of the school management lack this aspect resulting in either ineffectiveness of teaching or teachers leaving there posts (Andersen & Taylor, 2007). Nevertheless, the functionalism theory neglects negative functions associated to an event. For example, the refusal by the teachers to stop teaching based on their numerous complains does not help the students to succeed in education (Andersen & Taylor, 2007). This means that the theory only justifies status quo and supports complacency. Hence, the theory does not encourage the teachers or society to change actively their social environment, even if the changes may benefit the society (Haesler, 2012). This means that it is paramount for the different stakeholders within the education fraternity to formulate and implement changes that supports the requirements of the teachers, the students’ families, the government, and the students (Andersen & Taylor, 2007). Another theory that can be associated by the way the teachers operate and the outcome of their decisions is the conflict theory (Haesler, 2012). This theory encourages social change and does not “care” on the outcome of the decision. For example, the teachers leaving teaching fraternity is a social change but the impact on both the students and society is not analysed by the teachers (Ferrante, 2010). From another perspective, the senior teachers and school management not championing the views of the junior teachers is an aspect that can contribute to social change since the management cannot comprehend in advance outcome of their actions (Andersen & Taylor, 2007). Conclusion Teachers leaving their positions as teachers within the first five years can be associated with numerous factors that may include motivation (salary and benefits), support from their superiors, design of educational policy, and mismatch of teaching role and personal aspirations. The analysis results in a sociological aspect that can be viewed through analysis some important theories that include symbolic interactionism, functionalism and conflict perspective. These three theories are important since each theory presents means in which an aspect of the society can be analysed. For example, symbolic interactionism and functionalism perspectives support the positive components of a society and its stability, the conflict perspective champion societal changes and negative aspects. Hence, utilising these three different scenarios result in better understanding the requirements of the society and the teachers within the educational fraternity. References Andersen, M., & Taylor, H. (2007). Sociology: Understanding a Diverse Society,4th Ed. London: Cengage Learning Bessant, J., & Watts, R. (2007). Making sense of sociology. In Sociology Australia (3rd ed.)(pp. 58-93). Crows Nest, NSW : Allen & Unwin. Ferrante, J. (2010). Sociology: A Global Perspective, 7th Ed. London: Cengage Learning Furze, B., Savy, P., Brym, R., & Lie, J. (2008). A sociological compass. In Sociology in today’s world (pp. 3-26). South Melbourne, Vic. : Cengage Learning Australia. Haesler, D. (August 6, 2012). Mass exodus of the educators. The Sydney Morning Herald. Available at http://www.smh.com.au/national/education/mass-exodus-of-the-educators-20120805-23no4.html Shepard, J. (2009). Sociology, 10th Ed. London: Cengage Learning Tischler, H. (2010). Introduction to Sociology, 10th Ed. London: Cengage Learning Read More