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Flight Instructors
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Abstract
The aviation industry requires more expertise to help solve the increased number of

accidents witnessed recently. To address this issue, various airlines have integrated flight

instructors as part of their solution. As the instructors teach, they gain the required experience

and attain the requirements to become experts in the profession. Therefore, with several experts

in their payroll, such airlines will become trusted in the industry. However, this process is faced

with various challenges, as highlighted in the paper, including the difficulties associated with

attaining the 1500 hours enforced by the new Public Law 111-216 of 2010. Additionally, the

profession is faced with inadequate literature used in teaching; hence, the paper recommends

more research and frequent updates of the necessary literature resources.

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Flight Instructors
Air transport is considered the fastest way of traveling for various reasons and uniquely

covers great sea distance, rugged terrains like deserts, and dreaded forests. Additionally, the lack

of physical barriers on airways makes it the preferable way of traveling. It is also the costliest

mode of transport in terms of cost and the risks involved. Passengers have to pay extra because

of the high costs of operating the airlines; on the other hand, airplane accidents are fatal.

Therefore, the aviation industry competes with their level of expertise and guarantee of safety.

To entrust passengers to a pilot traveling high in the sky will require undisputable experience in

operating the plane. Various reports highlight those 50-90% of aircraft accidents result from

human error, prompting airlines to invest more in acquiring or developing the most experienced

and qualified aircraft personnel, creating the need for flight instructor. Human error is mainly

attributed to the pilot which questions the training process. Therefore, this paper disputes that the

training process should be faulted by evaluating the importance of flight instructors and their

contribution to the aviation profession.

Flight instructors are responsible for teaching students how to fly various kinds of

aircraft. This is mainly done in a classroom setting, through simulation activities, and finally in

the sky. Although flight instructors are not ordinary teachers, they should have the required

qualifications, including experience as a pilot, a pilot certificate, and a Federal Aviation

Administration (FAA) as a flight instructor. Additionally, depending on the type of particular

aircraft, the instructor should have the required flight hours, e.g., for helicopters, they should

have at least five pilot-in-command hours logged for that specific helicopter. This means that the

make and model of the particular aircraft they are teaching with is necessary. (Wulle, Whitford,

and Keller, 2020). They train the students in various subjects, including operating procedures and
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aerodynamics, which involves understanding how planes can move in the air, unlike cars with

wheels.

Furthermore, they teach them about emergencies, problem analysis, radio operations, and

aircraft navigation. Most importantly, flight instructors are mandated to ensure that their students

understand all safety precautions before and after taking off. To finally evaluate the student's,

progress the flight attendant has to fly with them to examine their proficiency to ensure that they

meet all the requirements for their pilot license.

Simulations are among the various techniques employed by flight instructors in teaching.

This is a process where the students artificially re-create an airplane with all the necessary

environments to evaluate the student's understanding of an airplane environment hypothetically,

as shown in the image by https://www.shutterstock.com/image-photo/travel-insurance-airplane-

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protection-648958069 . The picture illustrates a simulation process where the students can apply

the theoretical part of their training into a hypothetical situation. It gives the students the perfect

opportunity to ask various questions related to the field and most of these questions answer

various situations of “What if”. It is important in that it gives the students a touch with the real

situation. When the students are on the plane for the first time, they can visualize and apply the

skills learned during this process. Mr. Spencer confirmed Trever's (2017) words that "becoming

a CFI is a great privilege in itself, and they have the best office view among all professions."

This paper interviewed a flight instructor at JFK airport who had a lot to say especially

concerning the 2010 Public Law. When asked why he became an instructor, he admitted that that

was the fastest way to attain the 1500 flight hours is recommended by the law. The new law only

makes the work of flight instructors more complicated. Still, the increased accidents associated

with the industry makes them adhere to any law that will alienate the accidents. The interviewee

admitted that becoming a pilot is not easy, and many students drop out before they could qualify

for their pilot license; that is why the profession requires the best minds. Climate change affects

industry the same way it affects famers, for the weather experts can anticipate an average rainfall

that turns out to be a storm affecting any plane in the sky. Therefore, like the farmers, the

instructors are left stranded for they cannot provide new instructions when the pilots have

already attained their licenses. This leaves the pilots to implement their innovativeness to ensure

that everyone on board is safe.

Airlines employ flight instructors to teach and sharpen their skills to become commercial

airplane pilots, which is considered among the top luxurious professions in the United States. A

commercial airplane pilot has varied duties but most importantly is ensuring that passengers

reach their destinations safely. It is a challenging job because they are responsible for all
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activities in the plane, including ensuring that the aircraft meets all the standard requirements

before flying. In addition, it is their responsibility to have a plan for the flight depending on the

weather, planes, route, and route passengers on board. Through the hours spent instructing their

students, it adds to the 1500 hours requirement. The challenges involved in teaching add to their

problem-solving skill and experience to become the best pilots for the airline and personal career

achievements. Most pilots admit that learning while being paid to advance your career is the

most existing part of being a flight instructor (Bjerke and Malott, 2011).

There are various challenges flight instructors go through, for, unlike ordinary teachers,

flight attendants are faced with life-threatening risks daily. This is mainly experienced when the

student is practicing in the air for the first time. A simple mistake, ignorance, or omitting

essential details could damage the plane or a crash. According to Thomas and Guinn (2018), the

weather is a crucial concern in the aviation profession. In recent years there have extremities in

weather conditions that challenge most pilots. There is little to no literature to guide the training

process putting flight instructors in a disadvantaged position for the unpredictable weather

conditions. Additionally, the aviation industry requires high levels of innovation because the

industry is becoming complex compared to the little to no changes in the training processes

compromising the training of the flight instructor and the training they can offer their students.

For example, according to Wulle et al. (2020), the recent Aviation Instructor Handbook was

published in 2008 after the 1999 version explaining the difficulties in attaining current

information essential in addressing contemporary problems in the industry.

Despite the potential growth in the industry and the demand for certified flight

instructors, the Public Law 111-216 passed in 2010 discourages the certified flight instructor

profession (Bjerke and Malott, 2011). This is because of the new requirements that extend the
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process of becoming an instructor and a pilot. The new recommended 1500 flight hours with

their various divisions, including 500 hours of cross-country results to more years before one

attains Airline Transport Pilot certificate issued by the FAA. This certificate is considered the

highest grade certificate under the FAA. This demotivates the aviation professionals and

demands extra resources inconveniencing aspiring instructors and pilots (Bjerke and Malott,

2011).

Other challenges include the long working hours in the aviation profession away from

home, negatively impacting the teacher. This is because in ensuring that the students pass their

exams, they should have an experience of what to expect while in the field, which includes long

hours as Trever (2017) comments their job is not within the 9 to 5 normal work schedule. Flight

instructors cannot teach the level of alertness required in the field to the required standard since it

is influenced by various aspects, including their character and personality. Even with this in

mind, they are examined on this where when they fail, it reflects negatively on the instructor.

The responsibility of developing essential skills for another person considering the risks

associated with air transport makes it among the most challenging jobs in the profession. Flight

instructors can only teach a minimal number of students daily because of the personalized

training required, contrasting other professions where the instructor can teach a group from the

first to the last training day. Therefore, taking more time to train few students compared to other

occupations adequately. Flight instructors are mandated to document their student's progress

throughout training. For the student to finally qualify for their licenses, it requires dedication and

is time-consuming because technical knowledge is not enough in the aviation profession.

Therefore, the instructors have to ensure that their students are equipped with non-technical skills

for some situations, especially emergencies that demand more non-technical skills than technical
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skills. Most flight instructors admit that witnessing their students obtain their pilot's license is the

most fulfilling experience that makes all the long hours worth it.

Conclusively, one cannot compare the contribution of flight instructors to the airlines to

their contributions to the country's economy. Air transport is among the leading contributors to

the economy in terms of revenues and foreign exchange; therefore, a country with developed and

trusted airlines is advantageous. This can only be attained if the country and the aviation industry

recognize and appreciate flight instructors. Therefore, this paper recommends more research on

the matter to ensure that the sector attains the best aviation professionals for passengers' safety

and the industry's growth. Frequent update of the primary literature guiding flight instructors is

essential to guide the industry's new problems.

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References
Bjerke, E., & Malott, D. (2011). Impacts of public law 111-216: Will the flight instructor career

path remain a viable option for aspiring airline pilots?. The Collegiate Aviation Review

International, 29(1). https://ojs.library.okstate.edu/osu/index.php/CARI/article/view/7499

CFI Notebook (2019). Flight Instructor Techniques. Cfinotebook.net. Retrieved 18 June 2021,

from https://www.cfinotebook.net/lesson-plans/fundamentals-of-instructing/flight-

instructor-techniques.

Thomas, R., & Guinn, T. A. (2018). Challenges for Flight Instructors Teaching Weather

Information. https://commons.erau.edu/cgi/viewcontent.cgi?article=1004&context=ga-

wx-training-research

Trever. (2017). A day in the life of a CFI – Certified Flight Instructor. Inflight Pilot Training.

Retrieved 18 June 2021, from https://inflightpilottraining.com/2017/04/07/day-the-life-

cfi-certified-flight-instructor/.

Wulle, B. W., Whitford, D. K., & Keller, J. C. (2020). Learning Theory and Differentiation in

Flight Instruction: Perceptions from Certified Flight Instructors. Journal of

Aviation/Aerospace Education & Research, 29(2), 1-15.

https://commons.erau.edu/jaaer/vol29/iss2/1/