Respect on the Payslip

| Photo by thapanee srisawat on Unsplash

Teaching is often romanticized as a noble profession—a calling marked by passion, dedication, and a profound impact on future generations. We ask our teachers to build the future, yet we frequently compensate them as though that future comes at a bargain price.

Teachers are expected to perform a multitude of roles. Each day, they step into classrooms not just as experts in their subject matter, but also as effective communicators, patient mentors, evaluators, and at times, disciplinarians. The scope of their responsibilities extends well beyond the curriculum, often spilling into realms that reach far beyond it. Whether it’s identifying struggling students, reaching out to parents, accommodating diverse learning styles, or adjusting to new technologies, the demands placed upon teachers are extensive—and they are growing.

What’s concerning is not just the magnitude of expectations but the reality of compensation and working conditions that often fail to match them. This disconnect is particularly poignant in the context of the Philippines. Filipino culture has long held teachers in high regard, consistently referring to them as architects of the future. Yet this nobility often masks a troubling reality: the admiration teachers receive does not translate into the financial support they desperately need.

While societal respect is valuable, it does not pay the bills. Noble sentiments can only go so far; they cannot fill a refrigerator or support a family. The idea of teaching as a “calling” should never be used to justify undercompensating those who take on such demanding and vital responsibilities. It’s essential to recognize that teachers should not be expected to accept jobs that would pay significantly more in other sectors.

The question arises: how can we address this issue meaningfully? It is not merely about declaring that teachers deserve higher pay and demanding limitless salary increases. The reality of public education is that it functions within strict fiscal realities. Government budgets allocate funds for a plethora of necessities—classrooms, textbooks, technology, feeding programs, and infrastructure—which compete with teacher salaries for limited resources. According to the OECD, teacher compensation is one of the largest components of education expenditures globally.

Thus, the pertinent question is not simply, “Should teachers be paid more?” Instead, we must ask, “Does the compensation teachers receive reasonably correspond to their qualifications, responsibilities, and the outcomes society expects from them?”

Increasingly, evidence suggests that the answer to this question is a resounding “no.” For instance, the OECD’s Education at a Glance 2025 report reveals that in various countries, teachers’ actual salaries at the primary and secondary levels average between 83 and 91 percent of the earnings of workers with tertiary education. This disparity is particularly troubling when considering that education systems must compete with other sectors for a pool of talented graduates. If individuals with similar qualifications can earn significantly higher salaries in other fields, it should come as no surprise that attracting and retaining qualified teachers becomes an uphill battle.

The consequences of this global teacher shortage highlight the urgency of the situation. UNESCO, alongside the International Task Force on Teachers for Education 2030, estimates that achieving universal primary and secondary education by 2030 will require 44 million additional primary and secondary teachers. Key issues hampering teacher recruitment and retention, as identified by UNESCO, include inadequate wages, poor working conditions, limited professional autonomy, insufficient training, and a lack of career development opportunities.

This problem extends beyond labor economics; it directly affects the quality of education itself. When bright and accomplished graduates perceive teaching as a financially unappealing career path, our education systems lose the very individuals who could become exemplary educators before they even enter a classroom. When seasoned educators leave the profession because responsibilities far outweigh the rewards, schools suffer a loss of vital institutional knowledge. When those who remain are overloaded and stretched thin, students inevitably pay the price, often receiving a subpar education.

Recognizing these challenges, the Philippines has begun to acknowledge certain aspects of the issue through recent policy initiatives. For instance, in 2024, the Department of Education ordered that administrative tasks be removed from public school teachers’ responsibilities, allowing them to focus more fully on their primary role—teaching. This move represented a significant step forward, rationalizing the workload for teachers by establishing a structure of six hours of classroom instruction complemented by two hours for ancillary tasks. Furthermore, the department has introduced mechanisms for compensating teachers for eligible teaching overloads.

These reforms are promising. They underscore a crucial truth that often gets lost in salary debates: fair compensation cannot be fully disentangled from fair workload. A salary might look admirable on paper until it’s juxtaposed against the actual expectations placed on teachers. The work of a teacher extends beyond merely delivering lessons in classrooms. It encompasses planning, assessing student work, designing evaluations, providing feedback, and keeping parents in the loop. It involves interventions for students who are struggling and the dedication of additional time to professional development initiatives. Coordinating school programs and fulfilling various administrative duties only adds to this intricate web of responsibilities.

Recognizing the necessity for such reforms is a start, yet ongoing efforts are required to ensure that teachers are appropriately supported and valued. Fair pay is crucial, but a conducive work environment and a manageable workload must complement it. To foster a profession that attracts and retains skilled educators, there must be a collective commitment: society must ensure that those who dedicate their lives to shaping the minds of future generations are afforded the respect and compensation they deserve.

As we look to the future, we must remain steadfast in advocating for systemic changes that prioritize teachers not just as the backbone of our education system but as individuals deserving of respect, fair treatment, and adequate compensation. The fulfillment of this commitment will lay the groundwork for meaningful learning experiences, impacting not just the present but also the future we collectively strive to build.

Ultimately, as we continue to navigate these complexities, let us remember: teachers are not just cogs in a machine. They are the architects of our future, and they deserve to be treated with the dignity and respect that their critical role demands. And that respect should manifest not only in admiration and accolades but in the tangible forms of support—financial and otherwise—that truly honor their contributions to society.

ABOUT THE AUTHOR – Johjoh Demol Jenae is a Mathematics and literacy teacher at Bronx International High School, a teacher trainer and curriculum writer, and a graduate with a Doctor of Philosophy in Development Administration, a Doctor of Education in Educational Management, and a Post-Doctorate in Strategic Management and Leadership.