| Various research studies have indicated the | | | | resources. There is lack of the needed support from |
| psycho-social problems of the students, teachers, | | | | government and community is to facilitate them with |
| planners and managers working in the public and | | | | respectable and happy life. |
| private sector of education in Pakistan. These | | | | Due to the undemocratic administration here in |
| problems can be studied under in three domains i.e. | | | | Pakistan, a teacher faces problems of unreasonable |
| home-centered problems, community-centered | | | | and inappropriate work load. It halts to improve the |
| problems and school-centered problems. | | | | quality of education and also makes the field |
| Although, the Quaid-e-Azam, Muhammad Ali Jinnah, in | | | | unattractive to the new comers. |
| his message delivered in the first Education | | | | Educating children for quality and lifelong learning is |
| Conference 1947, categorically stressed on taking | | | | very essential for the development of active |
| practical steps in reshaping the whole education | | | | citizenship, indispensable for their active part in a |
| system of the country, yet the situation regarding the | | | | democratic society; and vital to promoting democratic |
| education sector of Pakistan has been very uncertain | | | | culture. The role of teachers in promoting democracy |
| and critical till yet. The commissions and policies till the | | | | learning through active and participatory approaches is |
| recent years have beautifully worked out various | | | | essential. The Parliamentary Assembly and the |
| strategies and plans for enhancing and changing the | | | | Committee of Ministers of the Council of Europe (1997) |
| curriculum, giving quality education, preparing standard | | | | suggested inclusion of the courses of human rights in |
| textbooks, resolving the problem of medium of | | | | all school curricula. In its further recommendation (2002), |
| instruction, streamlining the planning and management | | | | it was stressed upon that the initial training of teachers |
| of the institutions, but due to the policies and reforms | | | | in education for democratic citizenship is mandatory for |
| without implementation, the mismatch in public and | | | | which various steps like lifting up the level of |
| private systems, the teaching of languages only and | | | | professionalism of teachers and introducing new |
| the polarization and existence of pressure groups | | | | measures important today are to be taken. |
| have weakened not only the whole education system | | | | The challenges like cultural deviation and nationalism, |
| of Pakistan but the other institutions and organizations | | | | worldwide threats to security, expansion of new |
| also. | | | | technologies of information and ecological harms do |
| Moreover, it is a fact that the attitudes of teacher, the | | | | demand the new caliber from a teacher. In addition to |
| response of student and the behavior of manager do | | | | them are the problems of the population movements, |
| have a crucial role in making the personality of the | | | | emergence of the once repressed people and the |
| individuals and social progress, but in addition to this | | | | increasing demand for individual independence and |
| some physical problems that still exist here are the | | | | new forms of equality. Further more, the weakening of |
| overcrowded classrooms, inadequate teaching | | | | social makeup and unity among people , doubts about |
| materials, poor staffing, absence of equipped libraries | | | | conservative political institutions, types of governance |
| and laboratories, and lack of physical facilities like | | | | and political leaders, increasing political, economic and |
| playgrounds, drinking water, washrooms, recreational, | | | | cultural interconnectedness and interdependence are |
| common, medical and retiring rooms and furniture etc. | | | | persistently intensifying the increasing pressure on |
| This alarming situation has caused an awkward | | | | educators and teachers to prepare and pace with the |
| backwardness of the education system in the country. | | | | new century.. |
| Furthermore, besides the system problems as | | | | The curses of globalization, internet hazards, |
| observed, it is obvious that the teachers' problems of | | | | radioactivity of the nuclear developments, greed for |
| insecurity, accommodation, remuneration, political | | | | power over the weaker nations, immoral and unethical |
| exploitation life threats and deprivation prevent a | | | | attitudes of the world powers, the genetic decoding, |
| teacher to play the role of an implementer, prompter, | | | | the tussles of civilizations and cultures also require |
| director, guide, counselor, manager, organizer and | | | | teachers to be well-equipped. The prevailing social and |
| instructor inside the school and also halt him/her to | | | | moral evils demand the new roles of teachers. So, for |
| work outside in the society as a good social. | | | | their innovative roles and effective performance, the |
| Unfortunately, due to the lack of professional growth | | | | realization and recognition of teachers' democratic |
| and leadership, teacher in Pakistan evidently faces a | | | | rights is very necessary. It is the need of the day to |
| hurdle in the way toward lifelong and quality education. | | | | acknowledge and realize their democratic rights and |
| Most of the teachers are virtually literate and have | | | | assure their accessibility. |
| regressive trends. However, the one room affair, the | | | | The rapidly changing world increases the need for an |
| schools without boundary walls and the negligible | | | | active, informed and responsible community which |
| participation of community also deteriorate the smooth | | | | resultantly demands commonly accepted aim of |
| process of education in Pakistan. | | | | education and role of teachers. In other words, the |
| The broken homes, the social status of parents, | | | | responsibility of teacher as a universal leader is |
| poverty, orphanage, divorced families, crowded homes, | | | | greater. A teacher must be prepared for promoting |
| sibling rivalry problem, family educational background, | | | | forms of education and training at a time of increasing |
| inferiority complexes, harsh discipline and child labour | | | | interconnectedness and interdependence at regional |
| are also persistently showing their virulent fangs to tear | | | | and international level. |
| down the learners in our country. | | | | Dürr and Martins (2000) suggest that the new |
| Teachers' Status in the Educational institutions of | | | | form of education is to prepare the learners for actual |
| Pakistan: | | | | involvement in society. To provide such teaching |
| Teacher is considered the most central source in | | | | presents important challenges for the teaching |
| putting all the educational reforms into practice at all | | | | profession. A teacher is meant to learn the new forms |
| levels. In Pakistan teachers' access to their democratic | | | | of knowledge, develop new teaching methods, find |
| rights seems to be denied or not practiced properly | | | | new ways of working and create new forms of |
| according to the Policy Document of Pakistan which | | | | professional relationships. Teaching should be |
| guarantees the realization of their democratic rights . | | | | enhanced with current affairs, critical thinking and skill |
| The alarming aspects of their concerns are how to | | | | teaching. . |
| think up a plan of action that may facilitate them to | | | | Researches on the problem indicate clearly that |
| have proper access to their democratic rights inside | | | | problem in the realization of and access to the |
| their institutions and in society as well. | | | | democratic rights of teachers in Pakistan still exists |
| Teaching is a very decent profession and a holy job. It | | | | though the Constitution and Civil Laws of Pakistan |
| uplifts and brings up the individuals as a responsible | | | | contain their recognition and provision. In some cases |
| nation. The society has a lot of hopes from the | | | | the private educational managers in particular and |
| teachers whom with the young generations have | | | | public managers in general have been violating the |
| direct contact. Every nation desires excellent and fine | | | | democratic rights of teachers. Researches show that |
| production from schools and colleges. The learners | | | | the situation in private and female teachers is |
| imitate, identify and follow their teachers as model. The | | | | alarmingly worse. It is because of the lack of their |
| important part of our society is the educators who | | | | significant leading role and struggle for the realization of |
| play revolutionary roles in the making of a nation. Their | | | | their rights. |
| duty is plausible as they educate a child, the father of | | | | The cause of this disparity is not only the community |
| man, and a useful citizen of future. | | | | or government or educational managers but the |
| Responsibilities and rights go together. Above and | | | | teachers themselves so as they are not effectively |
| beyond performing a noble duty, the teachers have | | | | performing their job and do not struggle for their rights. |
| certain rights too. They have the right to live a | | | | Consequently, this deprivation has disturbed the |
| respectably happy life in all aspects i.e. personal, social, | | | | personality, competence and family and social life of |
| cultural, religious, economic, and democratic aspirations, | | | | teachers in Pakistan |
| relations, affiliation and beliefs and practices in a proper | | | | Most of the teachers do have the caliber of |
| manner. Teaching is a less attractive job in Pakistan, | | | | management and leadership, like university teachers, |
| because the teachers face financial and economic | | | | but lack to actively participate in the struggles for the |
| hardships and they have to live within their limited | | | | realization their democratic rights. |