Abstract

Characteristics common to all professions relate to knowledge and skills based on long period of protracted training, autonomy in decision-making, professional responsibility, complete control over licensure and entry standards. Barriers to formal professional status of teachers are connected to lack of unity, resources, low status, lack of prestige and fairly low calibre in the intake of teachers. There is absolute despondency of teachers towards teaching in most parts of the world and this influences their performance. This paper analyses the theoretical orientations of professionalism and discusses the challenges and obstacles facing the professionalism of teachers in Africa with special reference to Botswana and the role the Government can play to professionalise teachers and teaching.