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On September 5th every year, India bows in respect to Dr. Sarvepalli Radhakrishnan, a philosopher, statesman, and above all, a teacher whose vision shaped the moral and intellectual foundations of our nation. Teachers’ Day stands as a tribute to the educators who, with chalk in hand and dedication in heart, illuminate countless lives. Across the country, schools, colleges, and institutions celebrate this day with speeches, cultural events, and awards to honour those deemed to have excelled in the noble calling of teaching.
Yet, behind the floral tributes and ceremonial words of praise lies an uncomfortable question—are we honouring the right people in the right way?
The Shadow Over Recognition
Over the past few years, the process of selecting awardees has raised serious concerns. Teachers with close ties to education offices, trade organizations, or administrative corridors often find their names on nomination lists. Some spend more time in the cozy rooms of Zonal Education Offices or the Directorate than in classrooms, yet secure pride of place in award ceremonies.
Meanwhile, those who teach in remote valleys, steep terrains, and conflict-affected areas—teachers who work without fanfare, without access to influence, and without expectations—watch from the sidelines as mere spectators. Their classrooms are often far from media glare and administrative eyes, yet they carry forward the light of learning with quiet determination.
When such individuals are overlooked, it is not just their morale that suffers. The entire spirit of Teachers’ Day—the very idea that this day belongs to educators who serve selflessly—is eroded.
Questionable Parameters and Their Consequences
Everyone is left wondering: what scale and parameters are applied while nominating teachers for these awards? When we finally come across the criteria being followed, disappointment deepens. Some selections are reportedly made on the basis of a teacher’s performance as a BLO (Booth Level Officer) in election duties. Others are chosen for writing occasional articles, or for frequently organizing programmes in CEO, ZEO, or Directorate offices.
But what about those teachers who work tirelessly at the ground level—inside classrooms, in remote villages, in demanding conditions—ensuring quality education and the holistic development of children? When such individuals are ignored, their dedication and mission are not only undermined but also demoralized. Worse, it harms both students and the education system as a whole, for it discourages the very people who keep the system alive with their commitment.
The authorities must recognize that this practice kills the sentiments of hardworking teachers who view teaching not merely as a job, but as a calling to transform lives.
Representation in the Selection Committees
Another pressing issue is the composition of selection committees themselves. A major chunk of teachers serve in Middle and Primary Schools, yet the committees often comprise only members from Higher Secondary and High Schools. As witnessed in the past, this has led to decisions disconnected from the ground realities of primary and middle education.
To ensure fairness and honesty, at least two to three members from Middle and Primary Schools should be included in the selection committees. Their presence will bring firsthand knowledge of the challenges, contributions, and innovations at these levels—ensuring that awards truly reflect excellence across the entire educational spectrum, not just its upper tiers.
The Need for Clear Guidelines
A major problem lies in the absence of well-defined, transparent guidelines for the selection process. Most teachers remain unaware of how to prepare nomination files for the Best Teacher Award. Many have no idea about the required parameters or documentation, which leaves room for only the well-connected or the well-informed to gain an upper hand.
Authorities should issue clear, public guidelines before the nomination process begins. Every teacher should know:
What criteria will be used for evaluation.
How to prepare and submit files correctly.
Which aspects of teaching excellence will carry weightage.
Such clarity will ensure that deserving teachers are not left out simply because they lack procedural awareness or administrative proximity.
A Way Forward: Restoring Faith and Fairness
The time has come to reclaim the spirit of Teachers’ Day by introducing reforms that bring transparency, inclusivity, and justice to the process of recognition.
Transparent and Public Nomination: Performance indicators—student learning outcomes, innovation in pedagogy, and dedication in adverse conditions—should guide nominations, which must be open for public scrutiny.
Decentralized Celebrations: Organizing award ceremonies at Zonal and District levels will ensure that recognition reaches every corner of the state, not just its urban or administrative hubs.
Independent and Inclusive Selection Panels: Academic experts, and community representatives—not only bureaucrats—should form the selection committees. Crucially, teachers from Middle and Primary Schools must be part of these panels to ensure ground realities are understood and respected.
Special Categories for Remote Areas: Teachers serving in difficult terrains and conflict-affected regions deserve separate recognition, for their work demands sacrifices far beyond the ordinary.
Digital Transparency: An online portal showcasing innovative teaching practices can provide a level playing field where even the most remote teacher’s work is visible and assessable.
Mandatory Orientation on File Submission: Authorities must organize workshops or issue clear instructions to help teachers prepare their files correctly so that merit, not influence, determines outcomes.
A Wake-Up Call for Authorities
Teachers’ Day was envisioned as a celebration of dedication, intellect, and moral courage. If award ceremonies continue to reward proximity over performance, we risk losing the moral core of this occasion.
This is a wake-up call for educational authorities: restore fairness, recognize the unsung heroes, and give meaning to this day beyond garlands and speeches. Only then will Teachers’ Day honour the legacy of Dr. Sarvepalli Radhakrishnan and uphold the dignity of the teaching profession.
For when fairness prevails, excellence blossoms; and when it falters, even the noblest celebrations ring hollow.
UMAR FAROOQ
Teacher Zone VILLAGAM
District KUPWARA
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