From public sarcasm and administrative arrogance to dismissive labels, there is a constant pressure that belies the sacred status afforded to educators across faiths
By Muntashir Kifayat Hussain
Government school teachers, particularly in Kashmir, must possess immense fortitude to withstand the humiliation they face from nearly all quarters, be it the public, clerical staff, inspection teams, and, at times, even students.
Across all faiths, teachers are held in the highest esteem. Prophet Muhammad (Peace Be Upon Him) said, “If someone prayed a thousand rak’ahs, the sleep of a scholar [teacher] would still be superior.” Hazrat Ali (RA) taught, “One who teaches me a single word has a right to sell me or set me free.” A poet has aptly expressed this reverence in verse:
Ustaad woh sitarein hain jo khud jaltay hain,
Daron-e-dil mein roshni ke chirag jalatay hain.
Unke ahsaan ka badla adaa kaise ho,
Jo hamein zindagi ka matlab sikhate hain.
(Teachers are those stars that burn themselves, igniting lamps of light in the heart’s depths. How can their debt ever be repaid, for they teach us the very meaning of life.)
Yet, in this era, I have observed that most government school teachers live under constant pressure and mental trauma. They have become a soft target. I recall an instance when a former student came to collect his discharge certificate. The admission in-charge was on exam duty, and I politely asked the student to return the next day. Suddenly, he began hurling abuses and threatened me with dire consequences. That was the reward for my courtesy.
A teacher’s daily taste of humiliation begins early. On a bone-chilling winter morning, as he walks to school, he is met with sarcastic stares from tailors, shopkeepers, and passersby. A friend once shared how a tailor sarcastically called out to ask him the time.
Consider the Rehbar-e-Taleem (RET) scheme, introduced in 2000 to strengthen rural education. RETs began with a humble salary of just ₹1,500. They left no stone unturned, working with grit and determination to breathe life into a languishing system. They even acted as chefs to provide mid-day meals and took on additional assignments like Booth Level Officer duties. Yet, our society spares no effort to demoralise them. An unnecessary rift is often cultivated between General Line Teachers and RETs. Who creates this divide? I believe we all know. These teachers are persistently undermined through dismissive labels about their qualifications and transfer policies.
When a teacher visits any administrative office, he sometimes faces humiliation not from officers but from subordinate staff. There he stands—a humble servant of God—while a clerk, swollen with ego, sits like a king upon a throne. The clerk forgets the teacher’s education, degrees, service, and sacred profession. The teacher is reduced to whispering, “Sir, sir, sir,” while the other behaves with peak arrogance.
Even at home, when a teacher asks his own children what they wish to become, the answers are: a doctor, an engineer, an IAS officer, a businessman, a police officer. This humble soul waits silently, hoping one might say, “A teacher.” Unfortunately, he never hears it—another quiet humiliation.
Inspection teams, at times, seem to have the sole motive of crushing teachers. Instead of encouraging moral uprightness, they actively seek out loopholes. They seldom appreciate good work; many prefer to discourage. Some nodal officers are all too happy to list a school as “defaulter” for a minor delay in submitting paperwork. Such officers, unfortunately, are not rare in a zone.
Teachers must not beg for respect; they must earn it. The sooner, the better. They should act as credible role models by demonstrating unwavering competence and professionalism. They must dress well, be punctual, and uphold ethical behaviour. A teacher should actively engage with the community, display empathy, and foster open dialogue with parents and students. We must break the rusty doors of disrespect by practising what we preach. Let us transform our schools into heavens—attractive spaces filled with the fragrance of learning and dignity.
Aristotle rightly said, “Teachers should serve as role models for moral character. They should embody the values they seek to cultivate in their students.”
The writer is a teacher at the Boys High School Narabal
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