Recently, my Instagram explore page featured numerous reels about Indonesian millenial parents preference over schools –highlighting a notable change in educational priorities between millennials during their school years and now as parents. In the past, there was fierce competition to enroll in public schools from elementary through high school and even university. However, millennial parents today are increasingly reluctant to send their children to public institutions. This shift is attributed to various factors, including the perceived decline in public school quality. As an alternative, private schools have emerged as entities capable of meeting parents’ diverse expectations and demands.
Naturally, parents strive to provide the best for their children, particularly in education, often willing to invest substantial amounts. Consequently, when parental expectations are not met, it’s not uncommon for teachers and schools to become the primary targets of criticism. This evolving dynamic has led to a narrative where teachers are increasingly viewed as service providers.
The desire to offer optimal educational opportunities for their children has prompted many millennial parents to explore alternatives to traditional public schooling. Private institutions have positioned themselves as flexible options that can accommodate a wide range of parental requirements and aspirations. This trend reflects a significant transformation in how education is perceived and valued across generations.
In Indonesia, the well-being of teachers remains a critical issue among the numerous challenges facing the education sector today. Inadequate compensation, overwhelming workloads, and high ethical expectations are often overlooked concerns. Many parents view teachers as mere service providers who should consistently meet their demands as consumers. Teachers endure hardships in plain sight. However, teachers play a crucial role in upholding the foundations of Indonesia’s educational system, bearing significant responsibilities.
Kiasu Parent, Tigers Parent?
Similar to Indonesia, the phenomenon of “kiasu parents” has likely existed in Singapore for quite some time, though we might be more familiar with the term “Tiger Parents.” This trend is not significantly different between the two countries. The term “kiasu” in Hokkien translates to a fear of losing, which is quite similar to the modern concept of FOMO (Fear of Missing Out) but in parenting related issue. This parenting approach is defined by a rivalry-driven attitude towards children’s educational and personal accomplishments. Parents who adopt this style are determined to prevent their children from falling behind in scholastic or extracurricular activities. Their tactics involve carefully structuring daily schedules, securing tutoring, signing up for additional classes, and offering tailored support to optimize their children’s capabilities and successes starting at a young age. According to my casual conversations with some of my child’s friends’ parents, I can see that trend can lead to unhealthy reinforcement of hierarchy and meritocracy. This frequently results in a shift where teachers are viewed as service providers engaged in commercial transactions, a perception not confined to private schools alone.
Can We See Teachers As a Service Provider?
Although the circumstances in Singapore may not be directly analogous to those in Indonesia, this exploration focuses on a more universal theme: how parents view teachers. From discussions with various parents, it appears that many regard teachers as crucial service providers in their children’s educational journey. They equate educational services with healthcare, both of which they select and pay for. Whether through government taxes or private school fees, these parents expect teachers to fulfill their duties with utmost dedication. They anticipate that teachers will uphold professional standards and ensure their children not only grasp the material but also achieve excellence so their children can go to top school in the next level.
Similar to other service providers, parents believe teachers should be receptive to their input. Education is seen as an investment in their children’s future, and parents desire active involvement in fostering their success. They feel entitled to continuous participation in the educational process. When disagreements occur over instructional techniques, educational results, or course content, parents feel entitled to provide input and propose different approaches. This perspective is considered a means to motivate teachers to be flexible and accommodating to the requirements of both families and students, ultimately improving the standard of education.
Parents who consider teachers as service providers often argue for increased transparency and accountability in their children’s educational system. They feel they can ensure that quality improvements are made through their suggestions and feedback, which will ultimately create a student-centered learning environment with more measurable outcomes. Parents are clear in conveying their expectations and how to achieve them, and teachers remain professional in their fields, which will certainly benefit their students.
Other Perspective
While some parents may view teachers as service providers, this perspective is not universally accepted. Adopting such a stance could potentially lead to the downfall of a nation’s educational system. Reducing the teacher-parent relationship to a mere service transaction oversimplifies the complex nature of education. Unlike healthcare or retail, education cannot be treated as a simple exchange of services. Rather than a hierarchical dynamic, the connection between teachers and families should be viewed as a collaborative effort among equals striving for a shared objective.
Teachers play a multifaceted role that goes well beyond imparting knowledge and ensuring academic success. They act as navigators, advisors, and wellsprings of motivation, molding students’ personalities and cultivating a sincere enthusiasm for education. Reducing teachers to mere instructional providers risks undervaluing their vital contribution in supporting students’ psychological and cognitive development through guidance and mentorship. Teachers can face considerable pressure when dealing with persistent requests from students’ families. This pressure may result in exhaustion, especially if teachers feel they are constantly being monitored or asked to favor one student’s requirements over those of others. Excessive demands can hinder a teacher’s capacity to equitably and efficiently support all students, negatively affecting the entire classroom environment.
What Are the Consequences for Teachers and the Future if This Trend Persists?
When subjected to persistent, unrealistic demands, teachers may, in severe instances, contemplate leaving their positions, especially if they perceive a lack of support from school leadership. This situation can result in frequent staff changes, negatively impacting students’ learning continuity and potentially affecting the overall atmosphere within the school.
High-quality education necessitates skilled, committed, and seasoned teachers. When the teaching field is burdened with unhealthy stressors, such as unwarranted parental criticism or unrealistic demands, it becomes less enticing to the most capable individuals. Talented individuals with advanced degrees may choose to pursue careers outside of education that provide better compensation, reduced stress, and enhanced psychological well-being. Should this trend continue, the education field could experience a deficit of skilled teachers, potentially leading to a decline in the overall quality of education.
When qualified individuals no longer seek teaching positions, there’s a risk that less capable or unenthusiastic people may fill these roles. This can potentially diminish the overall educational standards over time. Teachers lacking dedication or skill might struggle to effectively guide or motivate students, which is crucial for their success. Consequently, the caliber of education deteriorates, depriving students of valuable learning opportunities.
If teachers feel compelled to constantly adhere to parental demands, disregarding their own professional judgment on effective teaching strategies, it severely restricts the scope for innovation and creativity in education. Teachers lose the freedom to explore potentially more beneficial instructional approaches, as they must prioritize meeting parental expectations. This situation can also undermine teachers’ self-assurance, leading to hesitation and suboptimal performance in the classroom.
When teachers are perceived solely as service providers obligated to fulfill parental demands, their crucial role in providing comprehensive student development is often overlooked. Education encompasses more than just academic instruction; it involves cultivating character, empathy, and self-assurance in students. The constant pressure of excessive expectations can divide teachers’ attention, diminishing their capacity to deliver well-rounded education. Furthermore, children exposed to disrespect towards teachers may grow up lacking a proper appreciation for learning.
Do We Accept Teachers Who Are Stretched Too Thin Teaching Our Kids?
Considering the challenges teachers face, we must ponder: are we comfortable with our children being guided by teachers who are demotivated, overwhelmed, or potentially incompetent? Ultimately, students will directly experience the consequences. They might encounter less effective learning environments, feel uninspired, or even lose respect for their teachers. This scenario starkly contrasts with the aspirations of parents who desire the highest quality education for their children.
The foundation of effective education rests on strong partnerships and reciprocal trust between teachers and families. All parties involved share the collective responsibility of cultivating an educational atmosphere that is equitable, supportive, and accountable. It is inappropriate to frame this relationship in commercial terms, where financial transactions are expected to yield specific outcomes. This perspective, which uses parental contentment as a gauge for teacher efficacy, may constrain teachers’ ability to exercise professional judgment by subjecting them to unwarranted pressure.
Then, What Should We Do as Parents?
Parents can contribute to the creation of a more conducive and collaborative educational environment where teachers are recognized as professional educators rather than mere service providers. Firstly, it is essential to establish collaborative partnerships with teachers, as opposed to transactional relationships. Parents and teachers should function as equal partners in supporting a child’s education. Parents should demonstrate respect for teachers’ professional expertise by trusting their judgment and teaching methods, which are based on experience and training. In the event of concerns or feedback, parents should communicate openly and respectfully with teachers, rather than adopting a demanding approach. By comprehending the holistic role of teachers in child development, parents can focus on the learning process rather than solely on outcomes, thereby valuing children’s efforts and progress, not just grades or rankings. Lastly, parents should acknowledge the limitations and challenges faced by teachers. It is important to maintain realistic expectations of teachers and support school policies that enhance teacher professionalism. When possible, parents should advocate for teacher welfare and development, and consistently instruct children to respect teachers.
Photo by Fajar Herlambang on Unsplash
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