Educational Administration in Bangladesh: A Study of Managerial Problems of Government Teachers Training Colleges

Abstract

Education is a dynamic force in the life of every individual, influencing his/her physical, mental, emotional, social and ethical development. It is also equally important from the social and national point of view. National development of a country obviously depends on educational advancement, but what are the pre-conditions of educational development? A number of pre-conditions jointly could contribute to the development of quality education, where quality teacher is one of the key factors. Quality teacher cannot be produced without proper education and training. Teacher training program or pedagogy has yet to be received proper attention in the educational system of Bangladesh, though it was first introduced about one and a half century back in the subcontinent. Initial teacher training programs are running at primary and secondary levels very traditionally. Eleven govt. teachers' training colleges (TTCs) and a few private TTCs approved by the National University have been conducting the secondary level teacher-training program of the country. The teacher-training program and its conducting institutes are struck with a series of predominant problems, where management issue is considered the paramount of all concerns. Managerial problems refer to a series of problems related to management process. Hence, it is desirable to know as to what extent problems prevail in managing the Govt. teacl1er training colleges of the country. The teacher-training program and its conducting institutes are struck with a series of predominant problems, where management issue is considered the paramount of all concerns. Managerial problems refer to a series of problems related to management process. Hence, it is desirable to know as to what extent problems prevail in managing the Govt. teacl1er training colleges of the country. Therefore, the present study has been undertaken to investigate the managerial problems tl1at lying with lhe conducting process of the Govt. teacher training collegesThis dissertation is mainly the result of a field survey conducted over the eleven govt. TTCs and partly of a few document analyses on educational administration and management situation of the country. The field of inquiry may be divided into six broad aspects. The first part of the study deals with the existing facilities and management aspects of the govt. teacher training colleges; while the second part refers examining the problems prevailing with the management process and also the manager himself. The third is devoted to examine the quality and competence of the teaching staff, as well as effectiveness of their classroom teachings. The fourth is involved in identifying the extent of professional knowledge and skill of the office, library and hostel staff and their role within the present condition. The fifth attempts to investigate the opportunities as well as tl1e threats prevailing for the trainees with the existing teaching-learning environment of govt. TTCs, and the final part of the study sums up the whole observation. The study makes it clear that the authority of educational administration and management is highly centralized and authoritarian. Besides, acute limitations of coordination exist among the different stages, levels and bodies of educational management. The staffing pattern of the faculty members of govt. TTC is defective regarding status and professional development of them. The teachers teach the major optional and a few elective subjects of BEd and MEd courses without having appropriate background. Contents of BEd and MEd courses are overwhellned with theory and extensive compared to the ten months long course duration. The govt. TTCs are facing acute problems with limited posts and vacancies of the existing teaching posts and other posts of office employees. Moreover, there is no adequate opportunity of in-service training for the administrative and the faculty nurnl,ers and 11ot at all for the office and library staff. Concept, attitude and quality of a few of the principals and vice­principals of govt. TTCs have not appeared satisfactory. They like to think themselves as administrator rather than manager. Majority teaching staff of the govt. TTCs is traditional in thinking and also using only lecture method or lecture followed by discussion, and not using any teaching aids and equipments in their classroom activities. Due to a large-scale vacancies of the existing posts and lack of in­service training for the office and library staff situation of these two organs of Govt. TTCs is highly dissatisfactory. The role played by the higher authority of the govt. TTC is neither sufficient nor effective. It appears from the study that the heads of TTCs also fail to play vibrant role to cater quality training to the trainee graduates as well as to administer other activities. They also face many limitations and shortfalls to perform their job up to the expectation. The trainees are not satisfied with the existing class and study loads; and the inadequate facilities they get such as library, laboratory, hostel accommodation and amusement facilities. The number of teaching practices currently attained by the trainees of the BEd course is insufficient to make an efficient teacher and modalities of supervision and evaluation of the teaching practices are not very effective to upgrade their quality.