By: Prof Dr Shujaul Mulk Khan

Behind every successful graduate stands a teacher who devoted years of knowledge, patience, and sacrifice to shape young minds. Universities are often called the pillars of national progress, and teachers are the foundation of those pillars. Yet, in many countries, especially in public sector universities, the very educators responsible for building futures are themselves trapped in financial uncertainty and emotional exhaustion. Among the most affected are university teachers hired under the Tenure Track System (TTS), whose salaries have remained unchanged since 2021 despite rising inflation and increasing economic pressures.

At first glance, the term “Tenure Track System” sounds prestigious. It suggests stability, merit, and professional recognition. In reality, however, many TTS faculty members are silently struggling. They entered academia with dreams of contributing to research, inspiring students, and serving the nation through education. Instead, they now find themselves burdened with stress over basic living expenses, shrinking purchasing power, and a growing sense of neglect. The cost of living has increased dramatically over the past few years. Prices of food, fuel, electricity, rent, and healthcare continue to rise almost every month. While employees in several sectors have received salary revisions and inflation adjustments, TTS university teachers have been left behind. Since 2021, there has been no meaningful increase in their salaries. For professionals who spent years earning advanced degrees, conducting research, and dedicating themselves to academic excellence, this stagnation feels deeply unfair.

What makes the situation even more painful is the contradiction between expectations and reality. TTS faculty members are expected to publish research papers, supervise students, attend conferences, secure grants, and maintain international academic standards. Universities proudly showcase their faculty achievements in rankings and promotional campaigns. However, the same institutions often fail to provide financial security and emotional support to the people producing those achievements. Many people assume university teachers live comfortable lives. The truth is far different for many TTS faculty members. Some struggle to pay school fees for their own children while teaching students from privileged backgrounds. Others postpone medical treatments, avoid family gatherings due to financial embarrassment, or work extra jobs just to survive. It is heartbreaking that individuals responsible for educating future leaders are themselves forced to worry about grocery bills and monthly utility payments.

The emotional toll is equally serious. Teaching is not merely a job; it is a profession that demands passion, mental energy, and continuous learning. When teachers constantly feel undervalued, their motivation naturally declines. A teacher entering a classroom with financial anxiety cannot perform with the same peace of mind as someone who feels secure and respected. Over time, frustration replaces enthusiasm, and the academic environment suffers as a result. This issue is not just about salaries. It is about dignity. It is about recognizing that educators are human beings with families, dreams, responsibilities, and emotions. A nation that expects world-class education cannot ignore the welfare of its teachers. Governments and university administrations often speak about improving higher education standards, increasing research productivity, and competing globally. But such goals cannot be achieved while the very people carrying the academic system feel abandoned.

Another worrying consequence is the growing brain drain. Talented young scholars are increasingly leaving universities or moving abroad in search of better opportunities. When experienced researchers and dedicated teachers lose hope, universities lose valuable intellectual capital. The country then pays the price through weakened academic institutions and declining educational quality. Investing in teachers is not an expense; it is an investment in national development. Moreover, TTS teachers often face uncertainty regarding policies and promotions. Delays in policy decisions, unclear regulations, and inconsistent treatment create further stress. Instead of focusing fully on teaching and research, faculty members spend time worrying about administrative complications and financial survival. Such an environment discourages creativity and innovation – the very qualities universities should nurture. Society also has a role to play. Teachers deserve more than ceremonial praise on special occasions. Respect must be reflected through fair policies, timely salary revisions, and genuine appreciation. Students, parents, policymakers, and university leaders must understand that strong educational institutions cannot exist without motivated educators.

The voices of TTS university teachers are not loud because many continue to work with dignity despite their hardships. They continue teaching classes, guiding students, publishing research, and serving universities even when they feel unheard. Their silence should not be mistaken for satisfaction. Behind that silence lies exhaustion, disappointment, and a hope that one day their contributions will truly be valued. If nations genuinely want progress, innovation, and educated societies, they must start by taking care of their teachers. A university teacher should not have to choose between academic passion and financial survival. The people shaping the future deserve stability, respect, and justice today—not promises for tomorrow.

The struggle of TTS teachers is more than an employment issue; it is a moral question for society. How can a nation expect its educators to build bright futures when their own futures remain uncertain?