The Psychological and Ideological side of Volunteer Teaching
The Framework Theory of Planned Behavior
Theory of Planned Behavior (TPB) by Ajzen (1991) is a framework in social psychology that has been extremely relevant to understanding and predicting human behavior across various contexts (Cameron et. al., 2012). TPB posits that an individual’s intention to perform a said behavior is governed by three factors: attitude toward the behavior, subjective norms, and perceived behavioral control.
With that said, in the context of volunteer teaching, TPB can provide a theoretical basis for examining how individuals’ attitudes toward volunteering as teachers, perceived social pressures or norms, and perceived ease or difficulty of engaging in such activities shape their intentions and subsequent decisions to participate. Ultimately, the three factors mentioned can influence an individual’s intention and actual behavior.
KK-ALAY’s Fight for Irrelevance
Fighting against ignorance for a bright future is not an easy task. The KK-ALAY organization, or Kapit Kamay-Alternative Learning Avenue for the Youth, fights for their own irrelevance.
Fighting against ignorance for a bright future is not an easy task. The KK-ALAY organization, or Kapit Kamay-Alternative Learning Avenue for the Youth, fights for their own irrelevance.
In a focus group discussion, we spoke with officers of KK-ALAY, and they expressed their belief that our country would not need, or depend on, volunteer teaching programs if the foundations of our education sector were sound. They called for adequate funding and support for various schools, remote communities, students, and teachers who persevere despite low salaries, limited resources, and sometimes unsuitable environments.
An officer from KK-ALAY mentioned that volunteer teachers at KK-ALAY are deeply immersed in the communities they serve, gaining a thorough understanding of the challenges and conditions faced by the residents.
Psychological and ideological immersion cultivates a deep commitment to the cause of volunteer teaching, resulting in heightened awareness and motivation among participants. This profound connection inspires individuals to actively address educational inequalities and actively pursue volunteer teaching opportunities, even in the face of potential obstacles.
