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A key role of a teacher is to ensure the education of students (Education Labour Relations Council, 1998) with an increasing focus on student centred learning. So, why is self-analysis important for teachers? First, self-analysis is often a requirement for teachers (Nina, n.d.) but teachers need to understand what “self-analysis” is in order to meet this requirement and benefit from the process. According to Navaneedhan and Kamalanabhan (2015), “self-analysis” is a psychoanalytical technique used to analyse one’s own personality and behaviour. As such, “self-analysis” would include aspects of self-assessment (the process of judging the effectiveness and appropriateness of one’s own knowledge, performance, beliefs, products, or effects as a teacher (Airasian and Gullickson, 1994)) and self-reflection (considering what, why, and how one does things in the classroom (Herbert-Smith, 2019)). Essentially, when teachers review and try to articulate their thoughts and methods, they can learn something new (Nina, n.d.) and discover ways to improve teaching and learning in their classrooms. Self-analysis has several benefits for teachers. By engaging with self-analysis, teachers can grow professionally and personally. Teachers who take the time to think about and analyse their practice are able to improve because they gain a deeper understanding of the principles and beliefs that underly their teaching (Herbert-Smith, 2019). Furthermore, through self-analysis, they develop the ability to question these beliefs and analyse their own thinking, which leads to greater clarity and more specific learning objectives (Navaneedhan & Kamalanabhan, 2015). Teachers can also become more effective and improve their classroom management skills (Bright Hub Education, n.d.). This aspect of self-analysis would require teachers to collect evidence of teaching issues and successes, by taking videos of their own instruction, for example, which could then be used to plan and improve future classroom interactions (Harvard College, n.d.). However, self-analysis is not limited to the classroom, and can result in improved professionalism (Bright Hub Education, n.d.), and personal development of humility (Herbert-Smith, 2019) and empathy (Navaneedhan & Kamalanabhan, 2015). Analysing behaviour, exchanges with fellow staff members, and completion of administrative tasks can lead to an understanding of strengths and weaknesses, and the necessary steps to becoming a better employee. Furthermore, being able to understand and address one’s own failings requires honesty and humility, keeping teachers from becoming overconfident and complacent, and helping them to empathise with students going through their own learning experiences (Navaneedhan & Kamalanabhan, 2015). In the same way, students can also benefit from teacher self-analysis. Having a teacher who engages with, and therefore models, self-analysis can lead to more reflective and independent students. Students become more able to understand and improve their own learning (Herbert-Smith, 2019), helping them to take charge of their habits and deepen their engagement in classroom activities. Learning also becomes more successful because the goals and objectives are clearer (Navaneedhan & Kamalanabhan, 2015), teachers have a better understanding of students, and can use more innovative and interesting teaching methods (Herbert-Smith, 2019). Self-analysis allows teachers to take the time to fully consider the needs and abilities of students in their classes, so that they can address those needs more directly in the future (Herbert-Smith, 2019). So, why is self-analysis important for teachers? Ultimately, self-analysis allows teachers to identify what is needed to become the best possible versions of themselves to ensure that they are as effective as they can be in achieving their primary goal – educating students. Word count: 557 References Airasian, P.W., and Gullickson, A. (1994). Teacher self-assessment: potential and barriers. Kappa Delta Pi Record, 31 (1), 6-10. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/00228958.1994.10531885?journalCode=ukdr20) Bright Hub Education. (n.d.). The importance of teacher self-assessment: the first step in implementing a teacher improvement plan. Retrieved from https://www.brighthubeducation.com/teaching-methods-tips/15761-importance-of-teacher-self-assessment/ Education Labour Relations Council. (1998). Duties and responsibilities of educators (school and office based). Pretoria, South Africa. Retrieved from https://www.oerafrica.org/system/files/Being a Teacher readings_Section Two_Reading 9b.pdf?file=1&type=node&id=9160&force=1 Harvard College. (n.d.). Teacher Video Selfie: A self-guided module for analyzing videos of your own instruction. Retrieved from http://cepr.harvard.edu/files/cepr/files/l1a_teacher_video_selfie.pdf Herbert-Smith, K. (2019). 5 benefits of encouraging teacher self-reflection. Retrieved from https://blog.irisconnect.com/us/5-benefits-of-encouraging-teacher-self-reflection Navaneedhan, C.G., and Kamalanabhan, T.J. (2015). Self-analysis an innovative strategy in teaching-learning psychology. Creative Education, 6, 2397-2402. Retrieved from https://www.scirp.org/html/9-6302836_62207.htm Nina, MK. (n.d.). Reflection and self-analysis. Retrieved from https://www.teachingenglish.org.uk/blogs/ninamk/reflection-self-analysis
