The recent Grade Nine results have indeed been deplorable, and there is no denying that they have shaken public confidence in our education system. In response, teachers have been placed under ever-tighter scrutiny, as if they alone were responsible for the failures of a deeply complex system. The unfortunate reality is that this has turned into a witch-hunt—where suspicion, ridicule, and blame have replaced trust, respect, and support.
It is important to recognize that poor results cannot be traced solely to classroom teachers. The challenges run deeper: outdated curricula, rote-driven assessments, weak evaluation mechanisms, inadequate teacher training, and the absence of technology-driven solutions. To single out teachers for systemic failures is not only unjust, it is counterproductive. When educators are treated as culprits rather than partners in reform, morale collapses and the quality of teaching suffers further.
The truth is that teachers already live under constant accountability. Students hold them accountable every day by questioning their knowledge and delivery. Parents and communities expect visible results. Most importantly, their own conscience keeps them in check, silently demanding sincerity and integrity in their work. Teaching is not a nine-to-five job that ends with the school bell; it follows teachers into their homes, evenings, weekends, and even holidays, through lesson planning, grading, and the emotional labour of guiding young minds.
The crackdown on the cheating mafia was rightly celebrated, but the fight for integrity in education cannot end by turning teachers into scapegoats. What is required is investment in evaluator capacity, modern assessment systems, and the use of technology to ensure fairness and transparency. Accountability, when coupled with trust and respect, becomes constructive. Accountability imposed as ridicule and harassment, however, only weakens the very foundation of education.
The Grade Nine results should serve as a wake-up call for comprehensive reform. However, reform will not succeed if teachers are treated as adversaries. They must be respected as allies in rebuilding the system. If we truly want progress, the witch-hunt must stop, and teachers must be given the dignity and space they need to help shape the next generation.
The world offers plenty of examples. Finland, often hailed as a model of educational excellence, enjoys one of the highest literacy rates because its teachers are trusted professionals. They are not measured merely by test scores but empowered to cultivate curiosity and lifelong learning. Similarly, the United States — with its vast and diverse education system — thrives not because it penalizes teachers but because it invests in them through training, resources, and autonomy. These systems recognize a simple truth: when teachers prosper, societies prosper.
The poor performance of students must be acknowledged, but it should be addressed through constructive reforms — improved curricula, teacher training, modern pedagogical tools, and parental engagement — rather than through scapegoating. Blame corrodes morale; support builds capacity. A nation that humiliates its teachers only sabotages its own future.
Teachers are the soul of the classroom. Their dignity is the dignity of the nation. If we truly aspire to see Pakistan rise with stronger literacy and brighter generations, then we must invest in fostering a culture where teachers are not witch-hunted, but valued, respected, and celebrated as the architects of tomorrow.
About the Author
Muhammad Rabnawaz Awan is a teacher, researcher, and writer with a Master’s in Teaching English as a Foreign Language (TEFL). With a professional background in corporate communications and public relations, he blends academic insight with practical expertise, advocating for education that nurtures tolerance, inclusivity, and respect.
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