Christopher Aye and Sangmonger Pongener
Dimapur
As Teachers-in-Charge in small village schools across Nagaland, we have always taken pride in our work—though, in many cases, we did not choose this role willingly. Our days are filled with not just teaching but also managing the school’s administrative duties, ensuring discipline, coordinating with staff, and representing our schools in official matters. It is a role that demands time, effort, and dedication, and while we have stepped up to the challenge, it is often not by choice but by necessity. In many schools, including ours, no one wants to take on the role of Teacher-in-Charge because there are no benefits, no incentives, and no recognition. This is a serious issue that needs to be addressed, as it reflects the systemic neglect of this crucial position.
Let us share a story that resonates deeply with us. In one of our villages, there was an electrician who served the community for years. He fixed faulty wiring, repaired appliances, and ensured that homes had light. Yet, many villagers paid him only with “Oshikimithi” (thank you in the Sumi dialect). No monetary compensation, no tangible gratitude—just words. Eventually, he stopped visiting the village, and the community lost a skilled and dedicated worker. This story hits close to home because we, as Teachers-in-Charge, feel the same way.
While we appreciate the occasional “thank you,” it is not enough to sustain our motivation or compensate for the extra hours we put in.
Being a teacher-in-Charge is not just an additional duty; it is a leadership position that demands time, effort, and commitment. Unlike in other states where such responsibilities come with honorariums or professional development opportunities, in Nagaland, we are left to shoulder these burdens without any form of support. This lack of incentives is not just about monetary compensation but also about respect and recognition for the work we do. When leadership roles remain unacknowledged, it discourages capable teachers from stepping up, affecting the school’s overall management and academic outcomes.
To make matters worse, we often find ourselves caught in a web of conflicting directives. The School Management Committee (SMC), which is meant to support the school, sometimes tries to dictate or even oppress us. In some schools, the SMC oversteps its boundaries, issuing orders that clash with those of the government or the education department. This leaves us confused and frustrated, unsure of whose orders to follow. As the Bible says in Matthew 6:24, “No one can serve two masters...” Similarly, we cannot serve two authorities—the government and the SMC—especially when their directives conflict. This constant tug-of-war adds to our stress and makes it even harder to perform our duties effectively.
In addition, insubordination from senior colleagues further complicates our roles, making it difficult to enforce discipline and implement necessary changes. Leadership should come with authority, but when that authority is neither respected nor reinforced, our ability to bring positive change is significantly hindered.
In addition to leadership struggles we, as teachers in government schools, are often held solely responsible for the low performance of our students. However, it is an open secret that most of the students admitted to government schools in Nagaland come from extremely disadvantaged backgrounds. Many belong not just to Below Poverty Line (BPL) or Lower Income Group (LIG) families but are also children brought in as house help. These students often lack the basic foundation needed to excel academically, and basic resources like textbooks, stationery, and proper study environments, making academic success much more challenging.
When the HSLC examination results are declared, we, the teachers, are the ones who face backlash from every corner. Our results are compared to those of private schools, and we are blamed for the poor performance of our students. No one denies that private schools have good and well-qualified teachers, but it is also true that government school teachers are well-trained, well-educated, and equipped with the skills needed to address not just the academic but also the physical, psychological, and overall development of a child. We undergo regular training every year to improve our teaching methods and to better understand the needs of our students. Despite our efforts, the challenges we face are immense. Many of our students come from homes where education is not a priority, where they lack basic resources like textbooks, stationery, or even a quiet place to study. Some are burdened with household responsibilities or work part-time to support their families. These factors, which are beyond our control, significantly impact their academic performance. Yet, we are the ones who bear the brunt of the criticism when the results are declared.
Adding to these struggles is the issue of delayed distribution of essential materials. Government policies of free textbooks, notebooks, and uniforms, but their delayed distribution creates severe disruptions in learning. Students attending school in casual clothing, which affects discipline, students without notebooks to write in which hampers their ability to properly engage with lessons, leading to further setbacks in their education.
Additionally, the frequent transfer of teachers without replacements disrupts the continuity of education and further strains existing teachers. When teachers are transferred without immediate replacements, it increases the workload for those who remain, making it even more difficult to provide quality education. The lack of adequate teaching staff forces us to take on additional classes, leaving us with little time to focus on school management duties.
On top of all these challenges, teachers are regularly assigned external duties such as election duty, census work, and other government-mandated activities. These additional responsibilities take us away from our primary role as educators, further impacting the quality of education in our schools. While civic responsibilities are important, they should not come at the cost of our students’ education. There needs to be a balance, with proper measures in place to ensure that teachers are not overburdened by duties unrelated to their core profession.
What makes this situation even more disheartening is the fact that many of us were forced to take on this role because no one else wanted it. In our school, and we believe in many others across the state, the position of Teacher-in-Charge is seen as a burden rather than an opportunity. No one is willing to take it up voluntarily because there are no benefits, and no one is scared of losing it because it holds no value. This is a serious issue that reflects the systemic neglect of this crucial role. If no one wants the post, and no one fears losing it, what does that say about its importance? And more importantly, what does it mean for the future of our schools and our children?
We are not asking for much—only fair recognition and support for the responsibilities we shoulder. A professional development programs, or formal acknowledgment would go a long way in boosting morale. It would also encourage more teachers to step into leadership roles, ensuring a stronger and more committed teaching force. If teachers are motivated and empowered, it will directly benefit the students, leading to a more effective education system.
“Oshikimithi” is a beautiful expression of gratitude, but sometimes, actions speak louder than words. As Teachers-in-Charge, we humbly appeal you to the Nagaland government and the Department of School Education, take necessary action on this issue. By recognizing and incentivizing Teachers-in-Charge, you are not only valuing our contributions but also investing in the future of the students and the state. Government schools in Nagaland can reach a standard where all children receive quality education, empowering them to become responsible citizens who contribute to society’s progress.
A strong education system is the foundation of a prosperous society. If we want our students to excel and grow into capable individuals, we must first ensure that their educators are valued and supported. Actions speak louder than words. Gratitude is appreciated, but concrete measures are needed to ensure that Teachers-in-Charge are supported, respected, and motivated. The future of our children depends on it.
