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Informally the role of teacher may be taken on by anyone (e.g. when showing a colleague how to perform a specific task). In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family (homeschooling), rather than in a formal setting such as a school or college. Some other professions may involve a significant amount of teaching (e.g. youth worker, pastor).

In most countries, formal teaching of students is usually carried out by paid professional teachers. This article focuses on those who are employed, as their main role, to teach others in a formal education context, such as at a school or other place of initial formal education or training.

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A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. They also have the legal duty to protect students from harm,[2] such as that which may result from bullying,[3] sexual harassment, racism or abuse.[4]In some education systems, teachers may be responsible for student discipline.

Teaching is a highly complex activity.[5]This is partially because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore is shaped by the values of that specific context.[6] Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc.[7]

The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.[9] Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require:

It has been found that teachers who showed enthusiasm towards the course materials and students can create a positive learning experience.[12] These teachers do not teach by rote but attempt to invigorate their teaching of the course materials every day.[13] Teachers who cover the same curriculum repeatedly may find it challenging to maintain their enthusiasm, lest their boredom with the content bore their students in turn. Enthusiastic teachers are rated higher by their students than teachers who did not show much enthusiasm for the course materials.[14]

Teachers that exhibit enthusiasm are more likely to have engaged, interested and energetic students who are curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom.[15] Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn.[16] But even while a teacher's enthusiasm has been shown to improve motivation and increase task engagement, it does not necessarily improve learning outcomes or memory for the material.[17]

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation.[18] Teacher enthusiasm may contribute to a classroom atmosphere of energy and enthusiasm which feeds student interest and excitement in learning the subject matter.[19] Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment", increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion may also apply: students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.[15]

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students.[20][21][22][23] Useful teacher-to-student interactions are crucial in linking academic success with personal achievement.[24] Here, personal success is a student's internal goal of improving themselves, whereas academic success includes the goals they receive from their superior. A teacher must guide their student in aligning their personal goals with their academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.[23][25][26]

Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers.[24][25] Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.[21]

In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching. Teachers, like other professionals, may have to, or choose to, continue their education after they qualify, a process known as continuing professional development.

The issue of teacher qualifications is linked to the status of the profession. In some societies, teachers enjoy a status on a par with physicians, lawyers, engineers, and accountants, in others, the status of the profession is low. In the twentieth century, many intelligent women were unable to get jobs in corporations or governments so many chose teaching as a default profession. As women become more welcomed into corporations and governments today, it may be more difficult to attract qualified teachers in the future.

There are a variety of bodies designed to instill, preserve and update the knowledge and professional standing of teachers. Around the world many teachers' colleges exist; they may be controlled by government or by the teaching profession itself.

The functions of the teachers' colleges may include setting out clear standards of practice, providing for the ongoing education of teachers, investigating complaints involving members, conducting hearings into allegations of professional misconduct and taking appropriate disciplinary action and accrediting teacher education programs. In many situations teachers in publicly funded schools must be members in good standing with the college, and private schools may also require their teachers to be college members. In other areas these roles may belong to the State Board of Education, the Superintendent of Public Instruction, the State Education Agency or other governmental bodies. In still other areas Teaching Unions may be responsible for some or all of these duties.

Misconduct by teachers, especially sexual misconduct, has been getting increased scrutiny from the media and the courts.[27] A study by the American Association of University Women reported that 9.6% of students in the United States claim to have received unwanted sexual attention from an adult associated with education; be they a volunteer, bus driver, teacher, administrator or other adult; sometime during their educational career.[28]

A study in England showed a 0.3% prevalence of sexual abuse by any professional, a group that included priests, religious leaders, and case workers as well as teachers.[29] It is important to note, however, that this British study is the only one of its kind and consisted of "a random ... probability sample of 2,869 young people between the ages of 18 and 24 in a computer-assisted study" and that the questions referred to "sexual abuse with a professional," not necessarily a teacher. It is therefore logical to conclude that information on the percentage of abuses by teachers in the United Kingdom is not explicitly available and therefore not necessarily reliable. The AAUW study, however, posed questions about fourteen types of sexual harassment and various degrees of frequency and included only abuses by teachers. "The sample was drawn from a list of 80,000 schools to create a stratified two-stage sample design of 2,065 8th to 11th grade students". Its reliability was gauged at 95% with a 4% margin of error.

Chris Keates, the general secretary of National Association of Schoolmasters Union of Women Teachers, said that teachers who have sex with pupils over the age of consent should not be placed on the sex offenders register and that prosecution for statutory rape "is a real anomaly in the law that we are concerned about." This has led to outrage from child protection and parental rights groups.[30] Fears of being labelled a pedophile or hebephile has led to several men who enjoy teaching avoiding the profession.[31] This has in some jurisdictions reportedly led to a shortage of male teachers.[32]

The objective is typically accomplished through either an informal or formal approach to learning, including a course of study and lesson plan that teaches skills, knowledge or thinking skills. Different ways to teach are often referred to as pedagogy. When deciding what teaching method to use teachers consider students' background knowledge, environment, and their learning goals as well as standardized curricula as determined by the relevant authority. Many times, teachers assist in learning outside of the classroom by accompanying students on field trips. The increasing use of technology, specifically the rise of the internet over the past decade, has begun to shape the way teachers approach their roles in the classroom. e24fc04721