Comparing teaching with other professions is inappropriate and, in many ways, foolish. Complaints about teachers' salaries and related issues have existed in this country for a long time. Similarly, debates about the quality of education are not new. There is no doubt that the majority of teachers are dedicated to their profession. However, the question of whether all teachers meet the required moral standards is now increasingly being raised.
When teachers with fake registration certificates are found doing their jobs and even giving moral advice, it naturally raises doubts about the sincerity of moral education itself. It is surprising to consider how a teacher lacking ethics can teach students ethical values. Recently, scenes of candidates removing electronic devices from their ears during primary teacher recruitment exams sparked widespread criticism. The methods used by these candidates reveal that they viewed teaching merely as a job, not as a vocation. They wanted employment, not the responsibility of becoming true teachers.
According to reports published in December by inspection media, the Directorate of Audit (DIA) identified 1,186 teachers with fake certificates. Among them, more than 400 certificates were found to be fake or forged, and over 300 were deemed unacceptable. The department recommended recovering 253 crore taka received as salaries and allowances from these teachers. Additionally, the DIA recommended the recovery of 793 acres of land that had been unlawfully taken from educational institutions across the country.
As of September 30, the DIA identified 1,186 individuals in its anti-fake certificate drive. Of them, 779 were from the Rajshahi division, 179 from Khulna, 24 from Chittagong, and 70 from Dhaka. The City Special Branch of the police also submitted a list of 134 more teachers with fake certificates. Moreover, the Madrasa Directorate canceled the fake certificates of 120 teachers and reduced their index numbers.
A fake certificate reflects a fake mentality. What students can learn from a dishonest person is a serious question. A teacher is often described as a lifelong student, with an endless thirst for knowledge. If a teacher does not continue learning, what can he teach others? Teaching requires reading, understanding, and informing, which is one of the most laborious and challenging tasks in life. Measuring whether this effort has been successful also demands great skill.
A teacher is not just an instructor. He is a counselor, a facilitator of learning, a developer of educational materials, a role model, a mirror of society, a curriculum designer and evaluator, an educational organizer, and a guide. In reality, a teacher is almost a superhuman figure with the ability to inspire and attract students effortlessly.
The responsibility of a teacher does not end with ensuring students pass year after year. The true responsibility lies in uncovering the hidden talents within each student and guiding them on how to use those abilities. Only a teacher can recognize what a student is capable of and show the right path. Unfortunately, due to the misconduct of a few individuals, the entire profession often faces criticism. It is unfair and foolish to judge all teachers based on a handful of examples.
One cannot become a true teacher merely by being employed in the profession. Teaching requires specific qualities and values. What is the value of being a teacher in name or dress alone? Just as parents live in the hearts of their children, teachers live within their students. Many of my teachers still live within me today. A teacher's success is not determined by years of service but by how many students he influences with his ideals and guides toward becoming good human beings.
A student should never have the opportunity to speak negatively about a teacher, because a true teacher never engages in actions that harm a student's life. Becoming a real teacher requires deep, soulful effort. There is a fundamental difference between teachers and professionals in other fields. Teachers cannot behave the way others might, because their influence shapes future generations.
Unfortunately, some teachers are involved in immoral activities, and as a result, society raises its finger against the profession. Teachers deserve a separate salary scale because their responsibilities differ from all other professions. Teaching is the foundation upon which a nation's talent is built, and therefore it should not be treated like any other job.
In the context of Bangladesh, an important question arises: who enters the teaching profession? If we analyze this based on merit, we see that highly talented students rarely choose teaching. First-class students often aspire to become BCS cadres, doctors, or engineers-professions that offer both high income and social status. Second-class students seek comparatively stable jobs, and those who remain often enter teaching alongside other professions.
This raises a crucial question: why are the most talented students reluctant to become primary, secondary, or even college teachers? Why do they prefer medicine or engineering instead? The answer is clear: teaching positions, especially at primary and secondary levels, are not considered first- or second-class jobs in terms of status and benefits. Naturally, talented individuals hesitate to choose such a profession.
In many developed countries, teachers-especially primary teachers-enjoy the highest status. Their salaries and benefits are attractive, and many leave high-paying jobs to become teachers. If someone enters the teaching profession through deception, using fake certificates, then one must question the quality of moral education they can provide.
The writer is a contributor
