Letter of the Day | Teachers need tangible benefits not romanticisation of profession

THE EDITOR, Madam:

Being a teacher in Jamaica is supposedly one of the most rewarding professions, if the definition of reward includes endless responsibilities, minimal compensation, and a front-row seat to a struggling education system.

There are many hats that teachers wear – educator, counsellor, social worker, substitute parent, and sometimes even security guard. Who needs one job when you can have five for the price of one?

Then there’s the towering mountain of paperwork. Reports, records, schemes, evaluations enough to rival the archives of a small country. Add to that the never-ending lesson planning, often done late into the night, and one wonders if teachers are expected to operate on three hours of sleep and sheer willpower.

Let us not forget the few ‘bad apples’ who manage to cast a long shadow over the profession, eroding public trust and adding insult to injury for those who give their all.

Of course, there’s the modest compensation. In a country where prices rise faster than salaries, teachers are generously rewarded with applause, respect in theory, and enough pay to keep them creatively budgeting every month.

But perhaps one of the most overlooked “benefits” is that many teachers give so much of themselves to children that they often have little left for their own. Countless educators miss milestones, neglect their families, and sacrifice personal time, all in service of a system that rarely gives back.

And what of their health? Teachers are often compensated with stress-induced ailments such as hypertension, diabetes, and burnout—conditions made worse by inadequate health insurance plans that barely cover basic medical expenses, much less prescriptions or specialist care. Apparently, self-sacrifice is expected, but self-care is optional.

And still, perhaps the greatest ‘benefit’ is watching helplessly as the system continues to fail the very students we seek to uplift—under-resourced schools, outdated curricula, and policies that seem to serve bureaucracy more than education.

Worse yet, schools are increasingly viewed not as places of learning, but as day cares or holding areas where children are dropped off and expected to be ‘managed’ rather than educated, nurtured, and inspired.

Yet, despite all this, many teachers still show up because they believe in the power of education. They believe in the potential of every child. But belief is not enough. If we value education, then we must invest in those who deliver it. Better pay, better healthcare, professional support, and policies that reflect the importance of the teaching profession are not luxuries they are necessities.

Being a teacher in Jamaica is a noble calling. But it would be far more effective if nobility paid the bills, healed the body, and could substitute for proper support. Let us stop romanticising sacrifice and start supporting our teachers in real, tangible ways.

MONIQUE LEWIN-BATCHELOR

y2monique@hotmail.com