Teachers and Universities

By Shin Chul-ho

The older of my two daughters quit her job last May, saying that it did not suit her and that she wanted to be a high school teacher. She had worked for a law firm for one and a half years. The firm is so good both in working conditions and pay that lawyers and university graduates covet jobs there.

My wife and I tried to get her to change her decision. We cajoled her to throw away the new plan and continue working for the law office. Everybody knows that it is extremely difficult to pass the exam for secondary school teachers. But she stood firm. I thought, ``She is now a grown-up and has the right to make her own decisions. But she must be responsible for the results of her decision."

In June 2009, she started preparing for the school teacher exam. She made preparations so late that I did not expect her to succeed. It is common for aspirants to study two years or three years to pass the exam. This is because so many university graduates, young and old, apply to be teachers.

My daughter got up early in the morning, went to a library to study alone or in a group and came home late at night until the last stage of the three-stage exam that lasts over three months. In the early morning of Feb. 2, 2010, we found on the Internet her application number on the list of those who had passed. Her mother and I felt relieved, delighted and proud of her.

Two weeks later she attended a four-day workshop. I was surprised to hear that all the successful candidates were not from famous universities in Seoul. Many of them that she mentioned came from the universities that are considered second or third-tier schools.

They must have made an all-out effort to lead a successful life in society while going to school. Eventually, they are now secondary school teachers that myriads of graduates are eager to be. It can be safely said that their academic capabilities surpass many at leading universities. I know that some applicants from prestigious universities fail the exam.

However, I cannot avoid thinking that the fact that they studied at second-tier universities will likely follow such teachers around for the rest of their lives, as long as they live in Korean society. Korean folks still put far more emphasis on name-recognition than reality. This is one of the obstacles for this nation to become an advanced one. But I do not feel like denying the fact that a few reputable universities have played valuable roles in a lot of sectors in Korea.

Last but not least, I hope that my daughter, who began teaching English at a high school on March 2nd, becomes a good teacher

The writer teaches English at an elementary school. He can be reached atheemy123@hanmail.net