A teacher, who holds the title of educator, is a person who aids pupils in gaining knowledge, skill, or virtue via the process of instruction. Indeed, teachers play a crucial role in society as educators form the foundation of civilization. They serve as mentors for young people, provide direction and commitment, and empower them via education. Teachers enable nations to further their social and economic development. All in all, teachers in many countries are highly underpaid, and their profession is undermined. They are often related to being Low-income residents because their salaries are often lower than those of other professions, and they typically have a lower standard of living than other professions. They often stretch their budgets to pay for basic needs and make difficult financial decisions. Teachers are, therefore, often unable to access the same housing opportunities as their higher-income counterparts due to a lack of access to capital and credit, among other issues. Sometimes the teachers may need more proper financial resources to afford the rent or down payment necessary to move into a better neighborhood. Due to their salaries, teachers have limited access to housing in desirable neighborhoods and thus need help accessing quality housing. Teachers have not only chosen to live in low-resident areas as tenants because of their salaries but also because of others factors such as access to public transportation, Proximity to work, and community benefits, as discussed below. The main purpose of this essay is to show how the social positions of teachers as low-income residents affect their housing-related choices.
In the past, teachers were thought to be high profiles in terms of payment; thus, many Children generally had positive perceptions of teachers, viewing them as important role models and mentors. They tended to view teachers as people who positively impacted their lives and worked hard to ensure their success. However, when it was later revealed what the teachers earn in terms of teacher salaries and living conditions, the children’s perceptions became quite different. Nowadays, many children understand that teachers often do not make enough money to live comfortably and may struggle to pay their bills. They may also be aware of teachers’ long hours and difficult working conditions. With this, teachers’ living conditions are dictated by their salaries. Many teachers choose to live in areas with a low cost of living as it allows them to stretch their salary further and make ends meet. Teachers in low-income neighborhoods often have the added benefit of providing access to resources such as libraries, parks, and community centers. A low-cost residence often provides access to public transportation, which can be especially helpful for those who lack a car or need to travel to their job; this, in the term, helps the teachers save on cost and time. Another advantage is that it may be more secure for the teachers living in a low-income area than other locations, as there may be less crime and better community watch programs. It is not by will that teachers opt to live in low residential areas, but all these results from their low wages. Sometimes under critical conditions, the teachers are forced to evacuate from their rental areas due to their inability to afford the rentals. Evacuation of the teachers from their residential area due to the inability to pay rent is quite a disadvantage as it inconveniences the teachers in terms of salary management and looking for another better place.
The decisions/branches that explain that teacher’s social location and the barriers associated with poverty are evident in larger patterns. They include; Geographic Location of the Teacher: The geographic location of a teacher can have a major impact on their living conditions. For example, research has found that teachers who live in rural or low-income areas are more likely to experience poverty-related barriers, such as inadequate housing, lack of access to health care, and limited economic opportunities (Gudmundsdottir et al., 2018). Another case is the teacher’s Social Location. Teachers generally occupy a lower social class position, which can be seen through their lower salaries and living conditions. This can be evidenced by the fact that, according to the National Center for Education Statistics, the median salary for a teacher in the United States is $58,950 (2019). This amount is significantly lower than the national median salary of $60,293 for all occupations (U.S. Bureau of Labor Statistics, 2019). Moreover, teachers often live-in areas of urban poverty due to the lower wages, which can contribute to the poor living conditions
A teacher’s education level can also play a role in their living conditions. Studies have found that teachers with higher levels of education are more likely to have access to better job opportunities, higher salaries, and more job security, which can help them to afford better housing, healthcare, and other necessities (Gudmundsdottir et al., 2018).
Access to resources can also affect the living conditions of teachers. Research has found that teachers in low-income areas often lack access to basic resources, such as health care, housing, and transportation, making it difficult for them to afford necessities (Howard et al., 2019). Additionally, teachers in low-income areas may not have access to the same educational resources as those in higher-income areas, making it difficult for them to provide quality education to their students (Gudmundsdottir et al., 2018).
When eviction occurs in rental houses, for instance, by the teacher, the following is a full linear story of finding a rental property or trying to keep it, including the following steps. Finding a Rental Property: The first step in finding a rental property is to decide where you want to live. Consider things such as commute times, schools, and local amenities. Once you have narrowed your choices, start researching rental properties in those areas. Look online for listings, check with real estate agents, and ask friends and family for referrals. Once you have found a few potential rental properties, contact the landlord or property manager to arrange a viewing. Make sure to be prepared with questions and to take notes during the showing. When deciding on a rental property, consider factors such as size, layout, condition, and features. Pay attention to the rental agreement and any additional fees or charges that may apply. Ask questions and ensure that one understands everything before signing the agreement.
Keeping the Rental Property: Once you have signed the rental agreement, it is important to focus on keeping the property for the duration of the lease. Start by complying with the terms of the agreement, such as paying rent on time and taking care of the property. Be sure to keep up with maintenance and repair any damaged items as soon as possible.
Signing the lease: one has to sign a lease agreement to rent the property officially. The tenants then read the agreement carefully and signed it.
Moving In: when one moves into the property and they are happy with it. They begin to settle in and make the property now their own.
Keeping Up with Payments: one sets up an automatic payment system to ensure he stays on top of his monthly rent payments.
Maintaining the property: this is done to take care of the property and ensure it is in good condition. One should repair any damages and does regular maintenance.
Staying on Good Terms with the Landlord: Makes sure he is courteous and respectful to the landlord to maintain a good relationship with them. Another process is Renewing the Lease: When the lease ends, the tenant should always renew it so that he can continue to stay in the property.
After the due process is done, moving out is now considered. When one wants to move out of the rental property, then his landlord gives the proper notice and moves out.
The social process and structures that shape poverty and eviction significantly impact teachers and their choices regarding housing and employment. In many communities, poverty and eviction result from structural inequality, where certain groups are denied access to certain resources and opportunities. This can lead to teachers having limited access to affordable housing and employment opportunities, leading to further cycles of poverty and eviction. The increasing cost of living in many cities has also made it difficult for teachers to find job opportunities that pay a living wage. This has resulted in many teachers working multiple jobs and living in overcrowded situations. Low wages and high housing costs have forced many teachers to live in substandard housing or to take on additional debt to cover their rent. This can create a cycle of poverty and eviction that is difficult to escape. In addition, teachers facing poverty and eviction can find themselves with limited access to resources to help them cope with their situation. Many teachers may not access legal assistance, financial aid, or other resources to help them secure affordable housing and employment. This can make it even more difficult for teachers to break out of the cycle of poverty and eviction. Overall, the social process and structures that shape poverty and eviction have significantly impacted teachers and their choices regarding housing and employment. These structural inequalities have led to limited resources and opportunities, making it difficult for teachers to find affordable housing and job opportunities that pay a living wage.
Chambers Mack, J., Johnson, A., Jones‐Rincon, A., Tsatenawa, V., & Howard, K. (2019). Why do teachers leave? A comprehensive occupational health study evaluating intent‐to‐quit in public school teachers. Journal of Applied Biobehavioral Research, 24(1), e12160. https://onlinelibrary.wiley.com/doi/abs/10.1111/jabr.12160?casa_token=VJJagDN-EpsAAAAA:YLsXv4kJ5d1k_zL5Ok8dgnWxl2_sD6YcCajlORIFzW2RhMGqPnrriEAbf0CJXThMpxEjNMVIf0Apkh831w
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://www.tandfonline.com/doi/abs/10.1080/02619768.2017.1416085?casa_token=n_Anr285OMAAAAA:L-iBtBjTRjXgQhzoqCQmgR-Yj8YXR1j_fd-f0ETvFjMmtT3UtQsDAWgAJJzdWOLcCEzSMLtxt2UKoze6
U.S. Bureau of Labor Statistics. (n.d.). 2019 home. U.S. Bureau of Labor Statistics. Retrieved December 8, 2022, from https://www.bls.gov/opub/mlr/2019/