For me, as a teacher, the true meaning of independence is not merely about national sovereignty or freedom from colonial rule. It is about seeing my students succeed in their studies and their lives. Every achievement they make symbolises a liberation from ignorance, poverty, and hardship. I believe education is the most powerful tool to transform lives, and my role as a teacher is to nurture, guide, and inspire. This profession is not about chasing rank or position; it is about serving humanity with sincerity.
I am not wealthy; I do not possess millions in the bank. What I do have is knowledge — a treasure that I can share with my students. According to Freire (1970), education should be seen as a process of “conscientisation”, where individuals become aware of their potential to change their circumstances. When I see my students progressing, I feel that I am contributing to this process of human liberation.
The Challenges of Teaching
Teaching, however, is far from easy. It is a career that constantly tests one’s patience and resilience. I am often saddened when confronted with students who are stubborn, undisciplined, or unmotivated. I do not place the blame entirely on them, for I know that their parents send them to school with hope in their hearts. Parents want their children to grow into human beings of noble character and knowledge. As a teacher, I see it as my responsibility to make these dreams a reality.
This is why teachers must go beyond delivering lessons. They need to be dedicated educators who are willing to sacrifice personal time to mentor and socialise with their pupils. As Hattie (2009) emphasises, teacher-student relationships are among the most influential factors affecting student achievement. For me, that means spending long hours planning, setting targets, analysing data, and marking assignments.
The Humanising Mission
Much of my time is also spent motivating, advising, and encouraging students. Education is not merely about transferring knowledge but also about transforming lives. This process of “humanising” students — shaping their attitudes, values, and outlook on life — is difficult and requires patience. I feel disappointed when students refuse to change, particularly in terms of mentality. At times, I scold them. But I scold not out of hatred; I scold because I care. Sadly, some students may perceive my sternness as a lack of affection, but that is the paradox of this noble profession.
Dedication to the Profession
I intend to remain a teacher until retirement. I love this career deeply. I see it as a responsibility entrusted to me by God, and thus I must teach with honesty and sincerity. Teachers must never allow this profession to be tarnished by misconduct or corruption. As UNESCO (2021) highlights, teachers are “cornerstones of education systems,” and their integrity is fundamental to building trust in education.
The salary I receive each month is modest, but I believe it is fair in light of the sacrifices required. Still, I constantly engage in self-reflection: Have I truly given my best service to my students? Am I fulfilling the responsibility entrusted to me? I am only human, imperfect, but always striving to improve.
Conclusion
Ultimately, my greatest hope is that God blesses every effort I make to guide my students towards success in life. True independence, to me, is when each student I teach is able to stand tall, achieve their dreams, and live with dignity. When that happens, I know my sacrifices as a teacher have not been in vain.
As the African proverb states, “If you educate a man, you educate an individual. If you educate a woman, you educate a nation.” In truth, when teachers educate children — regardless of gender, race, or background — they liberate entire communities. That, to me, is the truest meaning of independence.
References
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Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.
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Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
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UNESCO. (2021). Teachers: Leading in crisis, reimagining the future. Paris: UNESCO.
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Kementerian Pendidikan Malaysia (2023). Laporan Tahunan Pendidikan. Putrajaya: KPM.
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