Description of Teachers of
Missionary Children
Some prospective teachers of missionary children will want to learn more about the individual we call a "teacher of missionary children," MK teacher for short. Just who is this individual? Is he or she a "real missionary?" How did they get to be one? Do some of them really live in dangerous places? And who sends them out and takes care of them? These questions and concerns will be answered in this section of the manual. If, after reading through this section, you decide to participate in the MKTEP, you will need to return to the table of contents and work through the several items that will prepare you to become an MK teacher. Please remember, completion of the program does not mean you will automatically be accepted by a mission agency to become an MK teacher; that decision lies entirely with the mission agency.
There are many types of missionaries involved in the Great Commission of our Lord Jesus Christ. Among these are teachers who serve an important role by educating the children of missionaries. Parents of these children are concerned about the education of their children and at times the education issue becomes a contributing factor as to whether they remain in the field or return to the US. MK teachers are committed to serving the Lord and may teach in boarding or day schools or in field education services programs. As an MK teacher you will serve alongside peers in Christ and colleagues in education; you will serve the Lord Jesus Christ and be part of His Great Commission; you will possess a great deal of personal satisfaction because you are part of a "good work that will continue until the day of Jesus Christ" (Philippeans, 1:6).
The teaching environment of some of these teachers is significantly different than that of their counterparts in the US. Differences may include living and teaching in developing countries, having fewer professional resources, having limited internet access and unreliable telephone service, etc. Shipment of materials from the US is expensive and unreliable and in some areas mail will be opened by postal employees and the contents removed.
Many MK teachers are not paid a salary; they have to raise their own financial support from a home church and from family and friends. Many mission agencies provide a series of orientation activities to new MK teachers. These activities relate to the country and situation in which the teachers will be living and include health issues, personal safety, food, language and culture, travel and transportation, mail, banking, school policies, church, dress, etc.
MK teachers may be short term (one or two years) or long term (three years or more). Those who are short term may not be as concerned about maintaining their teaching credential as those who are long term. Those who are long term and are in developed countries have more access to the means to maintain their credential than those in developing countries. The professional needs of long term MK teachers in developing countries are met in some cases and to some degree by in-house professional development activities, by courses and curriculum equivalency units (CEUs) taken on-site, by college courses taken during furlough, and by activities from the Association of Christian Schools International (ACSI).
Prospective MK teachers are encouraged to seek God's will with regard to becoming short or long term and to teaching in a developed or developing country. The greatest need is probably for long term in developing countries.
Excerpt from a newsletter from Kenya:
A couple of weekends ago a few of our staff members attended the Duruma New Testament dedication down on the coast [of Africa]. Getting there required eight and a half hours in a bus on a bumpy road, followed by an overnight in Mombasa, a ferry ride in the morning, and another hour and a half bus ride. One teacher said, "The dedication was long (six hours) and boring (not all of it was translated so I understood only half of it) but it was also exciting! Not being able to understand half of the ceremony myself underscores the importance of Bible translation. Without the Bible in their own language the Duruma people have not been able to understand much of the Bible, and now they can!"
The teacher continues, "It was thrilling to watch the Bibles being carried into the dedication area. Women carried the boxes on their heads and men escorted them, waving fresh-cut tree limbs. The boxes were opened and we glimpsed the black-bound, red-paged Bibles before a prayer of dedication. Three passages of Scriptures were read in Duruma before the Bible was given to each of the 20 or so pastors of the region. It was incredible to witness and to think on each of those pastors receiving the Bible in their own language, to read and meditate on and to preach from. One final vivid memory I have is that bright red strip under so many arms as we passed people heading home."
The teacher went on to explain how teaching missionary kids fits in to the big picture: "As we provide a good education... it frees parents to do the translation-related work they have been called to Africa to do, which helps people such as the Duruma have Scriptures in their own language. That's why I'm here!"
Written testimonies from missionaries in which they discuss the value of MK teachers and schools.
Click Here.