Teachers in developing countries face the weight of enormous societal expectations, which often clash with the reality of their working conditions. Teachers are required to act as caregivers and mentors which can be difficult given the under-resourced environments where teachers lack the training or assistance to manage these diverse responsibilities. Research has shown that the mental well-being of teachers is directly tied to their ability to effectively perform these roles (Ladd, 2007). Frustrated and stressed educators may unintentionally project their struggles onto students, which can create a cycle of emotional trauma thereby poorly affecting the classroom dynamic. Teachers who are overworked and underappreciated are less likely to maintain the mental flexibility needed to create a nurturing, effective and conducive environment for learning. Therefore, more institutional aid in the form of mental health services, adequate professional development, and recognition of the complex, multifaceted nature of teaching is needed to break this cycle. However, these expectations often fail to account for the hurdles that teachers face in classrooms that are overcrowded and underfunded. In addition to dealing with large class sizes, many teachers are subjected to social pressures from parents and school administrators who demand high performance without offering adequate backing. (UNESCO, 2015). 

This pressure can take a toll on teachers’ mental health. About 35.7% of teachers experience mild to moderate mental health symptoms, while 2.9% suffer from psychiatric impairments (Brenton, 1971). In reality, many teachers enter the profession without mental health assessments. Hence, teachers with unresolved psychological challenges can unintentionally affect their students. In high-stress environments like inner-city schools, where harassment, and even physical violence are rampant, these mental health challenges are further exacerbated (UNESCO, 2015). The societal expectation for teachers to remain resilient despite all the hardships further dehumanizes them and pushes them into a cycle of burnout and professional disengagement. Therefore, the emphasis on mental health support and recognition of the extent of the emotional toll teaching takes on educators becomes necessary to address. 

Moreover, the societal view of the teacher as a ‘superhuman’ figure i.e. someone who can handle everything without faltering only adds to the burden. Such ideals often ignore the human vulnerabilities of teachers and leave them with little room for error which also makes it difficult for teachers to ask for the help they need because they fear it will contradict this societal perception of strength and selflessness. Hence, the focus must shift from idealizing teachers as invulnerable individuals to recognising them as professionals who may require some backing and care from time to time. Such measures can help teachers deliver the quality of education their students deserve, both academically and emotionally.