Haroon Rashid Bhat
There are professions that build roads, bridges, institutions and economies, but there is one profession that quietly builds the human being—the profession of teaching. A teacher does not merely complete a syllabus or prepare students for examinations; a teacher shapes minds, awakens curiosity, nurtures character and plants the seeds of values that may continue to grow throughout a person’s life. This is what makes teaching one of the noblest professions.
Teachers’ Day should therefore be more than a ceremonial occasion of flowers, greetings and speeches. It should be an opportunity to reflect on the challenges confronting education and, above all, on how we can strengthen the teaching profession without compromising the dignity of teachers.
The recent discussion surrounding the Teacher Eligibility Test (TET) deserves serious reflection. There is no argument against maintaining professional standards. Teachers must possess subject knowledge, pedagogical understanding and the ability to respond to the changing needs of learners. However, the important question is whether a single examination is the most effective way to improve the competence of teachers who are already serving in classrooms.
Perhaps continuous teacher training is a better and more constructive alternative.
A teacher who has a weakness in a particular area does not necessarily need to be labelled incompetent; he or she may simply need an opportunity to learn, practise and improve. Education itself is a continuous process, and teachers, too, must remain lifelong learners. Regular refresher courses, subject-specific training, modern pedagogical methods, digital-learning skills, classroom-management programmes and professional mentoring can directly address the areas in which teachers need improvement.
The purpose of professional development should be improvement, not intimidation.
An examination can identify what a teacher does not know at a particular moment, but training can help the teacher learn it. A test can produce a score, but meaningful training can produce a change in classroom practice. If the ultimate objective is better learning outcomes for children, then our focus should be on building teacher capacity rather than merely testing teacher eligibility.
This becomes particularly important when discussing serving teachers with years of classroom experience. Their professional journey includes countless lessons delivered, children guided, difficulties handled and responsibilities performed—many of which cannot be adequately represented through multiple-choice questions. An examination may assess certain aspects of knowledge, but it cannot measure patience, compassion, classroom relationships, creativity, dedication, moral influence or the ability to inspire a child.
This does not mean that teachers should be free from accountability. On the contrary, teachers must be accountable for their professional responsibilities. They should remain punctual, sincere, competent and committed to continuous learning. But accountability should be designed to improve professional performance rather than diminish professional dignity.
If an assessment reveals deficiencies, the natural next step should be training. Suppose a teacher struggles with a particular aspect of pedagogy. Why should the first response be another test rather than structured professional development? Give that teacher training, provide mentoring, allow practical application and then evaluate whether the training has improved classroom practice. Such an approach would make assessment meaningful because it would become part of a process of growth.
The recent TET debate has also, unfortunately, created opportunities for teasing and ridicule. Remarks such as “Baba, aap ko exam dena hai?” may be made jokingly by students or family members, but they can cause unnecessary embarrassment to teachers. A teacher who does not qualify a particular examination should not suddenly become the subject of public mockery. Professional shortcomings should be addressed professionally.
We must remember that a teacher is more than a test score.
If society truly wants better teachers, it must invest in better teacher development. A strong system would provide regular training throughout a teacher’s career rather than treating professional learning as something that ends with recruitment or eligibility. Teachers should be exposed to new research, innovative teaching strategies, child psychology, inclusive education, technology and changing curricular requirements.
Such a system would also restore confidence within the profession. When teachers feel that the system wants to help them become better professionals, they are more likely to approach professional development positively. Training creates a culture of learning; repeated high-stakes testing can sometimes create a culture of fear.
At the same time, the teaching community must also accept its responsibilities. Respect for teachers cannot be demanded without professional commitment. Teachers must continuously improve their subject knowledge, adopt effective teaching methods and maintain the highest standards of integrity and responsibility. Dignity and accountability must go together.
The debate, therefore, should not be framed as “TET versus teachers.” The real question should be: What approach will produce better teachers and better learning for our children?
If the answer is improved professional competence, then continuous teacher training deserves much greater emphasis. Assessment can remain a component of the system, but it should be embedded within a broader framework of professional development, mentoring and support rather than becoming the sole measure of a teacher’s worth.
Teachers’ Day provides the perfect opportunity to rethink this approach. Let us move from a culture of testing to a culture of learning; from fear of failure to opportunities for improvement; and from judging teachers merely by examination performance to recognising the wider dimensions of professional competence.
Education should teach us that mistakes are opportunities to learn. The same principle should apply to those who teach.
Test when necessary, train whenever possible, support always—and never allow professional assessment to become an excuse for humiliating a teacher.
A stronger teacher creates a stronger classroom, a stronger classroom creates better learners, and better learners ultimately create a better society. If we genuinely want to strengthen education, perhaps the best investment is not simply another test for teachers, but continuous learning opportunities that help every teacher become better than yesterday.
Haroon Rashid Bhat is a teacher and columnist and can be reached at minamharoon123@gmail.com.
