Government Teachers: The Backbone of Education, Ignored by the System

Government Teachers: The Pillars of the Nation, Yet Left Without Support
By Ahmad Nawaz

When discussing the state of education in Pakistan, government teachers are often placed at the center of criticism. They are blamed for poor academic results, declining discipline, and the overall weakening of educational standards. However, such criticism rarely considers the ground realities faced by these teachers. The truth is that government teachers are working within a system that places heavy demands on them while offering very little support, security, or professional respect in return. Despite being the backbone of the public education system, they are frequently treated as replaceable rather than essential.

A government teacher’s role today extends far beyond teaching students in a classroom. Besides their primary responsibility of education, teachers are routinely assigned non-academic duties such as polio vaccination campaigns, population censuses, election duties, dengue surveillance, flood relief, and other emergency or administrative tasks. These duties consume a significant portion of their time and energy. As a result, lesson planning, student mentoring, and academic improvement suffer. Ironically, when examination results decline, teachers are held solely responsible, while the system that diverts them from teaching remains unquestioned.

This continuous pressure creates severe mental stress and professional burnout. Teaching, which should be a creative and intellectually rewarding profession, becomes exhausting and demoralizing. Teachers are expected to show dedication, patience, and innovation in classrooms, yet they are rarely given the environment or resources needed to meet these expectations. Overcrowded classrooms, lack of teaching aids, outdated syllabi, and insufficient infrastructure further reduce the effectiveness of teaching.

Financial challenges add another layer of difficulty. Although government jobs are often viewed as secure, the salaries of government teachers have failed to keep pace with inflation and the rising cost of living. Housing rent, transportation, healthcare, and children’s education expenses have increased dramatically, while allowances remain largely symbolic. By the middle of each month, many teachers struggle to manage basic household needs. Financial stress directly affects concentration, morale, and professional performance, yet it is seldom acknowledged by policymakers.

The promotion and career advancement system also contributes to frustration among teachers. Many competent and hardworking teachers remain stuck in the same pay scale for decades due to delayed promotion cases, unclear policies, or bureaucratic negligence. Files move slowly, merit is often ignored, and favoritism discourages deserving candidates. Professional development opportunities are limited, and training programs, when conducted, are often outdated, theoretical, or arranged merely to fulfill official formalities rather than to enhance practical teaching skills.

Teachers posted in rural and remote areas face even harsher conditions. Many travel long distances daily without proper transport facilities, risk their safety, and work in schools lacking basic amenities such as electricity, clean drinking water, or functional classrooms. Despite these challenges, they are expected to deliver the same results as teachers working in well-equipped urban schools. Such inequality further deepens the sense of injustice within the teaching community.

In conclusion, government teachers are not the cause of the education crisis; rather, they are among its biggest victims. If Pakistan truly wishes to improve its education system, it must prioritize teacher welfare, ensure fair compensation, reduce non-teaching duties, streamline promotion processes, and provide meaningful professional training. Respecting and supporting teachers is not a favor—it is an investment in the nation’s future. A system that neglects its teachers ultimately fails its students and, in the long run, the entire country.