To read this content please select one of the options below:

Teachers' Role and Expectations: Processes versus Outcomes

Understanding Excessive Teacher and Faculty Entitlement

ISBN: 978-1-80043-941-2, eISBN: 978-1-80043-940-5

Publication date: 30 September 2021


Teachers are professionals accredited by society to educate the younger generation for their future. Therefore, their feelings of entitlement are based both on their sense of their role and their awareness of their students' successes. However, it is necessary to define the term teacher entitlement. Every teacher must feel entitled to teach, i.e., have the necessary disciplinary knowledge and pedagogical-didactic skills in order to feel confident enough to do so, but should never feel so entitled as to ignore that we now live in a dynamic world where approaches to education change much more rapidly and methodologies must adapt. Teachers who base their sense of entitlement on their past successes and refuse to adapt are seen as having excessive entitlement that harms their students' preparation for life as productive adults. Examining the complexity of teachers' roles through different eras of education and different periods of teachers' careers serves as the core of this chapter which examines teachers' justified and unjustified feelings of entitlement and their influence on their work, with particular focus on two issues that affect aspects of teacher entitlement: inclusion of students with special needs and the effects of cultural diversity on learning development.



Flavian, H. (2021), "Teachers' Role and Expectations: Processes versus Outcomes", Ratnam, T. and Craig, C.J. (Ed.) Understanding Excessive Teacher and Faculty Entitlement (Advances in Research on Teaching, Vol. 38), Emerald Publishing Limited, Leeds, pp. 63-74.



Emerald Publishing Limited

Copyright © 2021 by Emerald Publishing Limited