Are Teachers Satisfied in Schools? An In-Depth Look at Challenges Faced by Teachers
In Pakistan, government school teachers play a crucial role in shaping the next generation, yet many of them face significant challenges that affect their job satisfaction. But ‘are teachers satisfied in schools? The answer is often more complex than it seems. While some teachers are committed and passionate about their work, they encounter obstacles that hinder their performance and morale. Key among these challenges are administrative issues, unethical practices, and unclear rules that lead to stress and dissatisfaction.
This article takes a closer look at the issues teachers face in schools, focusing on the attitude of principals, the sale of handbooks by certain teachers, the complicated process for applying for casual leave, and whether students can be asked to clean the school grounds.
The Attitude of the Principal: How it Impacts Teacher Satisfaction
The attitude and leadership style of the school principal are pivotal in determining teacher satisfaction. In a supportive environment where principals are approachable and empathetic, teachers thrive. However, when principals adopt rigid or authoritarian approaches, it creates a hostile work environment. This is a common issue in many schools where teachers feel micromanaged and undervalued.
One major complaint from teachers is regarding the process of applying for casual leave. Teachers are often required to:
1. Submit a written application for casual leave, stating the date and reason.
2. Apply on the School Information System (SIS), which is an official platform for managing teacher leaves.
3. Inform the principal verbally about the leave.
However, problems arise when the principal or the second head is unavailable. In such cases, if a teacher is unable to inform them verbally, the principal may book the teacher for misconduct. This approach not only disregards the teachers’ rights but also creates an unnecessary atmosphere of fear and stress.
Are teachers satisfied in schools where they are constantly worried about being booked for minor procedural mistakes? The answer is clear: no, they are not.
Current Rules for Casual Leave in Schools
Casual leave is a basic right for all government employees, including teachers. The rules for availing casual leave are as follows:
1. Teachers are entitled to a certain number of casual leave days annually, typically up to 25 days.
2. For every casual leave request, teachers must submit a written application explaining the reason.
3. Teachers must also apply for the leave through the School Information System (SIS).
4. The leave should be verbally communicated to the principal as an additional step.
However, the need for verbal intimation is often a challenge, especially when the principal or the second head is not available on time. This extra requirement is not always in line with labor laws, as employees should not face penalties for failing to communicate if their supervisors are unavailable. Penalizing teachers for not verbally informing the principal can be viewed as an unnecessary administrative burden that negatively affects teacher satisfaction.
The Pakistan Civil Servants Leave Rules (1981) govern the leave process for public sector employees. According to the law, no leave request should be unreasonably withheld, and employees must be treated fairly in the approval process. Teachers facing misconduct allegations for not verbally informing the principal when they have followed all other procedures could argue that such actions violate the spirit of these rules.
The Sale of Handbooks by Teachers: Legal and Ethical Considerations
Another pressing issue that negatively impacts teacher satisfaction is the sale of handbooks by certain teachers to their students. In some government schools, teachers sell subject-specific handbooks that they have compiled, making these handbooks seem necessary for students’ success. This practice not only places financial pressure on students but also raises serious ethical and legal concerns.
Legal Perspective: Is it Legal to Sell Handbooks?
The sale of handbooks by teachers can fall under unethical and, in some cases, illegal practices. According to the Code of Conduct for Teachers, set by provincial education departments in Pakistan, teachers are expected to maintain high ethical standards. Specifically, teachers should not engage in any activity that results in a conflict of interest or exploitation of their students for personal gain.
The Punjab Government’s Code of Conduct for Teachers prohibits teachers from engaging in commercial activities, especially those that profit from their position as educators. This means that teachers selling handbooks to their students are violating the law and can face disciplinary actions, including suspension or termination.
Additionally, according to PEEDA (Punjab Employees Efficiency, Discipline and Accountability) Act,⁹ 2006, teachers involved in such activities can be penalized for misconduct. The sale of handbooks undermines the principles of fairness and equality in education, as not all students can afford to purchase these materials. Instead, teachers should rely on officially approved textbooks and teaching methods to deliver the curriculum.
Ethical Concerns
From an ethical standpoint, the sale of handbooks compromises the integrity of the teacher-student relationship. Students may feel pressured to buy these handbooks, believing that they are necessary for passing exams. This creates an unequal learning environment where students with limited financial resources are at a disadvantage.
Additionally, this practice undermines the quality of teaching in the classroom. Teachers should focus on delivering effective lessons and engaging students with the prescribed textbooks, rather than profiting from additional materials.
Can Students Be Asked to Clean the School Grounds?
In many schools, students are sometimes asked to clean classrooms, playgrounds, or the school grounds as part of a routine activity. However, this practice raises both ethical and legal concerns.
Legal Perspective
In Pakistan, labor laws and child protection policies exist to safeguard children from being engaged in any form of labor, including manual tasks like cleaning. Under the Punjab Child Protection and Welfare Bureau Act (2004), students should not be forced to perform tasks that fall outside the scope of educational activities. Although activities promoting cleanliness and responsibility, such as school-wide clean-up days, can be part of a student’s civic education, they should not be required to perform cleaning duties as a substitute for hired janitorial staff.
If a school lacks proper cleaning staff and instead relies on students for regular cleaning, it can be considered a violation of child labor laws. Schools should ensure that professional janitors are employed to maintain the cleanliness of the premises, freeing students to focus on their studies.
Ethical Perspective
From an ethical standpoint, students should not be asked to perform labor-intensive tasks that could be harmful to their health or well-being. While instilling a sense of responsibility in students by having them take care of their environment is important, schools must balance this with the understanding that students are there primarily for education. Instead of asking students to clean school grounds, schools should engage them in educational activities that promote environmental awareness and personal responsibility.
In many countries, including Pakistan, it is considered inappropriate for students to be asked to carry out janitorial work, as this detracts from their learning experience and can create feelings of inequality among students.
Are Teachers Satisfied in Schools With These Practices?
When teachers witness such unethical practices and face unnecessary administrative hurdles, their job satisfaction is significantly affected. Are teachers satisfied in schools where they are caught in such a web of unfair practices? It is evident that these issues lead to frustration and stress, reducing the overall quality of education and the well-being of teachers.
The Need for Change: Addressing Teacher Satisfaction
Improving teacher satisfaction in schools requires addressing several key areas:
1. Simplifying the Leave Process Removing unnecessary steps like verbal intimation can reduce the stress teachers face. The leave process should be straightforward, ensuring that teachers do not have to worry about being booked for misconduct if the principal is unavailable.
2. Stopping Unethical Practices
Strong action should be taken against teachers selling handbooks to students. Schools should uphold the law and ensure that all students have equal access to education, without financial burdens.
3. Clear Guidelines on Student Roles Schools should ensure that students are not tasked with duties like cleaning, which should be performed by janitorial staff. Schools can instead focus on fostering environmental awareness through educational programs.
4. Supportive Leadership
School principals should foster a supportive and open environment where teachers feel respected and valued. Instead of punitive measures, principals should focus on building strong, positive relationships with their staff.
Conclusion: Are Teachers Satisfied in Schools?
In conclusion, many teachers in government schools are dissatisfied with the current system due to administrative burdens, unethical practices, and unsupportive leadership. Addressing these challenges requires a combined effort from educational authorities, school leadership, and policymakers. Ensuring teacher satisfaction is key to improving the quality of education and creating a healthy school environment for both students and educators.