25/02/2026
*TET for In-Service Teachers: Accountability or Anxiety?*
When the System Decides to Self-Examine
The recent move by the Supreme Court of India to mandate that in-service teachers qualify the Teacher Eligibility Test (TET) or face termination has sparked intense debate across the country.
Some call it harsh.
Some call it overdue.
But one thing is certain: it has forced the education system to look into the mirror.
And sometimes, mirrors are uncomfortable.
*The Real Question: Why Are Government Schools Empty?*
Let’s pause the emotional reactions and ask a few honest questions:
• If government teachers have already given their best for 20–25 years,
why are many government schools witnessing declining enrolment?
• Why do parents even poor parents prefer private schools despite free education in government institutions?
• Why do students from government schools often depend on private tuition to clear Class 10th, 11th, and 12th examinations?
These questions are not attacks.
They are reflections of ground reality.
Education is not judged by years served.
It is judged by learning outcomes.
*Comfort Zone vs. Competence*
A section of teacher forums has opposed TET for in-service candidates. They argue:
“We have served the department for 25 years. How can you question our experience now?”
Experience deserves respect. No doubt.
But education is not a time bound service.
It is a performance-bound responsibility.
In every profession medicine, law, engineering professionals upgrade their skills continuously. Why should teaching be the only field immune to evaluation?
If anything, teachers shape the future.
Shouldn’t their competence be periodically validated?
The Hard Reality on the Ground
Across many regions, concerns have emerged about:
• Inflated enrolment records
• Poor attendance
• Weak academic performance
• Over-reliance on private coaching
• Administrative focus on transfers rather than teaching
In some places, classrooms exist without learning.
Buildings stand, but outcomes collapse.
This is not to generalize or insult every teacher. Many government teachers are deeply committed and hardworking.
But systems are judged by averages, not exceptions.
*Is TET an Insult — Or an Opportunity?*
Facing TET should not be seen as humiliation.
It is:
• A chance to refresh subject knowledge
• An opportunity to rebuild public trust
• A way to align with modern pedagogy
• A signal that accountability matters
A true teacher does not fear evaluation.
A true teacher welcomes it.
Because teaching is not about authority.
It is about responsibility.
*Why Do Even Government Teachers Prefer Private Schools for Their Own Children?*
This is perhaps the most uncomfortable question.
If government schools are delivering quality education,
why do many government employees including teachers prefer private institutions for their own wards?
Trust begins at home.
When stakeholders themselves hesitate, society notices.
*Respect Experience ,But Measure Impact*
Twenty-five years of service deserves recognition.
But service duration cannot replace measurable impact.
Education today is data-driven:
• Learning levels
• Board results
• Conceptual clarity
• Skill development
• Student confidence
Society evaluates systems through results not tenure.
*From “King’s Job” to Public Accountability*
The perception that government teaching is a “secure and comfortable job” must evolve.
Public service is not a privilege.
It is a contract with society.
Taxpayers fund government schools.
Parents entrust their children.
Students invest their futures.
Accountability is not punishment.
It is ethical governance.
*The Larger Vision: Rebuilding Trust*
If implemented fairly and transparently, TET for in-service teachers could:
• Raise professional standards
• Restore faith in government schools
• Reduce dependency on private tuition
• Encourage continuous learning among educators
This is not about termination.
It is about transformation.
*A System That Learns, Grows*
Strong nations invest in strong public education.
If government schools regain credibility:
• Middle-class families will return
• Rural students will compete nationally
• Educational inequality will reduce
But that revival demands courage.
Courage to evaluate.
Courage to improve.
Courage to accept shortcomings.
*The Final Thought*
This debate is not about teachers versus government.
It is about:
Children versus complacency.
If TET strengthens the system,
it strengthens the future.
And the future of our children
is more important than the comfort of any system.
