Role of primary school teachers in achieving quality education (SDG 4) in rural Bangladesh

Abstract

The Sustainable Development Goals (SDGs) offer a framework for tackling important global issues. Among all the goals, SDG 4 deals with quality education for all. However, achieving quality education for all is challenging in developing countries like Bangladesh, especially in rural areas. Teachers in rural Bangladesh often face challenges due to a lack of resources and proper training. It is vital to understand how important primary school teachers are to quality education, especially as primary education is an inalienable right to all. Providing ‘equitable’ and ‘inclusive quality education’ in rural areas is more challenging than in urban areas. This study investigates the perceptions of rural primary school teachers in the context of Bangladesh regarding their roles in relation to the strategies they undertake to maintain the quality of education and the impacts of their involvement in teachers' training programs on their practices towards the targets set by SDG 4. This study followed the qualitative research method, where a Semi-Structured interview was conducted. In this study, eight primary school teachers participated to share their insights. The data was analyzed thematically to explore teachers’ perceptions of their role in achieving SDG 4, the strategies they used in their classroom, the challenges they faced, and their professional development. This investigation is expected to provide important insights into how rural primary school teachers in Bangladesh critically understand their roles in relation to SDG 4. Furthermore, this study also reveals some specific ways teachers have resorted to in response to offering quality education for their students. The paper also analyses the effect of teacher training on the quality of education at primary level. This study reveals that the rural primary school teachers considered themselves key contributors to achieving quality education. However, they face several challenges due to a lack of resources and training. The study also provides insights that can inform policymakers and educational stakeholders on supporting teachers in resource-constrained rural settings.