Teaching has traditionally been regarded as one of the noblest professions in society. Teachers are celebrated as nation builders, custodians of knowledge and architects of future generations. Their work goes beyond the classroom; they shape character, develop talents and prepare individuals to contribute meaningfully to national development.
However, the realities of contemporary society appear to be changing this perception. Teaching is increasingly becoming an economic venture rather than simply a vocation driven by passion, sacrifice and service.
This transformation is not necessarily because teachers have abandoned their professional values. Rather, it reflects the growing economic pressures, inadequate remuneration, unfavourable working conditions and declining social recognition confronting the profession.
There is a fundamental contradiction in how society treats teachers. We expect them to produce doctors, engineers, lawyers, politicians and other professionals, yet the economic conditions of many teachers do not reflect the enormous responsibility they carry.
Teachers have families to support, children to educate, accommodation to secure and other financial obligations to meet. Unfortunately, for many, their salaries are insufficient to guarantee the economic comfort and social dignity expected of professionals.Passion does not pay rent, dedication does not settle utility bills, and professional commitment cannot replace decent remuneration.
Worse still, teaching is sometimes regarded as a less prestigious profession because of the financial circumstances of its practitioners. Society often celebrates the achievements of professionals without appreciating the teachers who laid the foundation for their success.How can we celebrate the products of education while looking down on the people who produce them.
The changing economic realities have forced many teachers to look beyond their regular salaries. Private tuition, consultancy, business activities and other income-generating opportunities have become important alternatives for supplementing their earnings.For some, teaching is increasingly viewed as a means of economic survival rather than a lifelong professional calling.
There is nothing wrong with teachers seeking additional income. Like every other professional, they deserve financial independence and a decent standard of living. The concern is when economic pressures begin to overshadow the fundamental responsibility of educating and nurturing learners. We cannot continue to romanticise the sacrifices of teachers while ignoring their economic needs.
One of the most worrying consequences of these challenges is the increasing migration of Ghanaian teachers to countries offering better employment opportunities.The United Kingdom and other international destinations have become attractive to some Ghanaian teachers because of better remuneration, improved working conditions, career development opportunities and stronger welfare arrangements.
For many, migration is not necessarily an indication of a lack of patriotism or commitment to education. It is often an economic decision driven by the desire for a better life.
The consequences of this brain drain are significant. Ghana loses experienced professionals, public investment in teacher training benefits other countries, and the remaining teachers face increased workloads. Rural and underserved communities are particularly vulnerable to shortages of qualified teachers.The challenge, therefore, is not simply to train more teachers but to create conditions that encourage them to remain in the profession.
Government and society must move beyond paying occasional attention to teachers’ welfare. There must be deliberate efforts to make teaching economically attractive and professionally fulfilling. This requires competitive salaries, improved conditions of service, timely promotions, housing support, rural posting incentives and opportunities for continuous professional development.Equally important is restoring the social respect and recognition that teachers deserve.
Parents, communities, policymakers and political leaders must recognise that education cannot achieve its intended objectives without motivated and adequately supported teachers.
Government must also develop a comprehensive teacher retention strategy to address the causes of migration and the loss of experienced personnel.The future of every nation depends significantly on the quality of its education system, and the quality of education depends largely on the people who deliver it.
We cannot build a competitive economy while neglecting the economic and professional welfare of teachers. Neither can we expect young people to embrace teaching as a lifelong career when they see its practitioners struggling for financial security and social recognition.
The nobility of teaching should not be measured by how much hardship teachers are expected to endure. Rather, it should be reflected in the dignity, respect and economic security society provides them.
A society that underpays its teachers, disrespects their profession and watches them migrate in search of better opportunities should not be surprised when the noble ideals of teaching gradually give way to economic survival.We must remember that every successful professional was once a learner, and behind many successful learners was a dedicated teacher. A noble profession must also be an economically dignified profession.
Author:
George Akom
Senior Assistant Registrar
Ghana Communication Technology University
+233243387291/kingakom77@gmail.com
