Are teachers equipped to be the ‘most trusted source’ of information?

Amid a rapidly evolving media landscape and the growing influence of social media, teachers remain the most trusted sources of information in Bangladesh, according to the recently published National Media Opinion Survey.

This survey, the first of its kind in the country, was conducted by the Bangladesh Bureau of Statistics (BBS) at the request of the Media Reform Commission. It offers key insights into public perceptions of mass media and trends in media consumption.

The findings reveal that 42.41% of respondents consider teachers to be the most reliable sources of information. Rural teachers enjoy greater trust (44.82%) compared to their urban counterparts (34.12%), underscoring the enduring influence of primary and secondary school teachers in Bangladeshi society.

In contrast, only 4.11% of respondents trust newspapers, 0.30% rely on radio, 24.24% trust online platforms, and 18.97% consider television a credible source. 

Among social media platforms, 31.36% trust Facebook, 16.50% trust YouTube, while other platforms garner minimal trust — 0.58% for X (formerly Twitter), 0.25% for Instagram, 0.80% for TikTok, 0.59% for Messenger, and 0.28% for Telegram.

These results indicate that despite a general decline in moral values across professions and society, teachers continue to command trust, according to Dr Obaid Hamid, associate professor at the School of Education, University of Queensland. 

However, this trust also highlights society's failure to establish a reliable and trustworthy media environment for news and information.

Media and education experts further point out that it is important to ensure that teachers are truly equipped to be reliable sources of knowledge. They stress the need for proper training and media literacy to prevent misinformation.

Md Minhaz Uddin, assistant professor of Mass Communication and Journalism at Jagannath University, explained that teachers function as opinion leaders — media users who interpret the meaning of news and content for those with lower levels of media literacy.

"While the concept of opinion leaders was once widely recognised globally, it still holds strong in South Asia due to still low access to or penetration of media contents. Teachers, along with journalists and doctors, continue to wield significant societal influence, particularly in the rural set-ups, due to their professions," Minhaz said.

However, he cautioned that simply holding the title of teacher does not automatically make one a good educator. Teachers must possess knowledge, work diligently, stay informed about their surroundings, and uphold ethical standards.

"During the Awami League's tenure, many teachers were compromised, aligning themselves with the prevailing political structure and contributing to systemic corruption. So, it's not always the case that teachers are the best people to shape public opinion," Minhaz added.

Md Mominur Rahman, associate editor at BIGM Journal of Policy Analysis, observed that while formal qualifications may vary, rural teachers often wield significant influence due to their close ties with their communities and their perceived wisdom. 

But to enhance their credibility, access to accurate information, ongoing training, and professional development opportunities are essential.

"Continuous training, improved digital literacy, and access to verified educational resources would significantly enhance their ability to disseminate accurate information," he said. 

"Additionally, fostering collaborations between teachers, experts, and policymakers can help educators stay informed and strengthen their credibility."

Dr Obaid Hamid echoed similar views, proposing several measures to reinforce teachers' role as trusted informants and opinion leaders.

First, to maintain public trust in teachers, it is essential to invest in elevating their social status. Teachers' associations in Bangladesh must become more functional, enabling educators to demonstrate their professional and social commitments.

Second, teacher education programmes should integrate critical and media literacy into their curricula and teaching practices. 

Third, nationwide media literacy programs and campaigns — led by the government and other organisations — should raise awareness about the value, truthfulness, reliability, and authenticity of information. This would empower not only the public but also teachers and other professionals.

Md Minhaz Uddin said that nowadays, just media literacy is not enough, because apart from traditional media, social media also plays a crucial role in shaping public opinion. 

"Hence teachers, like others, must develop social media literacy to ensure they don't fall prey to misinformation or disinformation circulating on Facebook, YouTube etc, and provide their students and the public well-informed and educated perspectives," he said. 

Dr Hamid also stressed the importance of policy action, "Since this is the first survey of its kind in Bangladesh, we hope the interim government will take its findings into account when shaping media reforms. There needs to be serious policy discussions on making media more reliable for all citizens, including teachers and other professionals.

"Regular interactions between the government and media authorities should be encouraged to balance media freedom with reliable, unbiased reporting. The data suggest that media reforms should explore and capitalise on the interdependent relationship between education and media," he added. 

He further noted that since media portrayals of teachers tend to be negative in many countries, media organisations should reconsider how they represent educators and their contributions.

Beyond that, the harsh reality for school teachers in Bangladesh is hard to ignore — they are severely underpaid, frequently forced to protest for better wages, and at times even subjected to police violence.

According to the White Paper on the State of the Bangladesh Economy, the average salary of a primary school teacher in Bangladesh stands at $170.02 — about 27% lower than the country's average monthly per capita income. In terms of primary school teacher salaries, Bangladesh ranks 45th in Asia and 7th in South Asia.

"Our teachers, particularly the primary and secondary ones, should be paid more and should not be beaten up by police when they demonstrate in the capital for a better living wage. Such behaviour is a national disgrace," said Dr SM Rezwan Ul Alam, associate professor of media, communication, and journalism at the Department of Political Science and Sociology, North South University.