‘Shouldn’t a teacher be where there are students to teach?’ – Teacher questions rationalization process

A government school teacher in Nagaland, affected by the recent rationalization and transfer process, has expressed deep disappointment over the way the policy has been implemented, questioning whether it is truly serving the purpose of improving education.

Recounting the final day at their previous school, the teacher, who wished to remain anonymous, described it as an emotional moment, especially as students eagerly looked forward to the new academic session.

“They were so eager to learn. They were so happy that I would be teaching them. There were around 15 to 20 students in the class. As I walked out after teaching them the basics of a chapter, I heard their whispers—I knew they really enjoyed the class,” the teacher shared with MT.

The impact of their departure became even clearer when a guardian approached them later.

“The guardian told me that their child was so happy, saying they truly enjoyed my class.”

However, the teacher’s optimism was short-lived. Under the rationalization policy, the teacher was transferred to a newly clubbed middle and primary school where so far, the school has only four students enrolled – that too only in primary section.

While acknowledging that rationalization is necessary to balance the student-teacher ratio, the teacher questioned whether the department had carried it out diligently and fairly.

“This is not just any subject—it’s Mathematics. A subject that requires consistency, guidance, and practice. I believe in doing justice to my profession. But shouldn’t I be placed in a school where there are students to teach?”

The teacher also noted that living in an urban area was never their priority—their only concern was being in a school where they could fulfill their role as an educator.

“As long as there are students, I will teach. That’s my duty. But what happens when there aren’t students to teach?”

The rationalization process, meant to address teacher surpluses and shortages across schools, has already been flagged by various student bodies as poorly planned and disruptive. The Ao Students’ Conference (AKM) and United Sangtam Students’ Conference (USSC), among others, have raised serious concerns about its fairness and effectiveness, with some demanding an immediate review of the transfers.

As frustration mounts among teachers and students alike, questions remain on whether the rationalization process is strengthening the education system or merely disrupting well-functioning classrooms.

MT