It takes a lot of commitment and dedication for one to become a teacher and stay on as a teacher. I have only praise for those who have retired as teachers after two or three decades of teaching but are still rearing to go.

For me, when I called it quits after seven years in the profession, it was not easy either. I remember my last few words to my school head: 'I am leaving not because I dislike teaching but because I have found something that I like more'.

With these words I walked away, no turning back, no regrets - but deep down there is some part in me yearning and screaming to go back to teaching.

Reminiscing on my teaching days, I can recall the single factor that made my life miserable - the dreadful and dreary loads of redundant paper work. It has been almost eight years since I left the noble profession and as I watch with disbelief, the paper-work and administrative work has grown by leaps and bounds.

I have family members who are teachers and they toil way past the school hours till late night. Not preparing for teaching or marking but filling up various forms and profiles for the students.

Over lunch a few days ago, my sister-in-law was talking to me of a recent addition to their work load which has been implemented in schools in the Federal Territory and for some primary schools in Selangor.

Teachers there now are expected to fill up progress reports for every subject he or she teaches for every student. In other words, if a teacher has three classes of English and two classes of history with an average of 45 students in each class, the teacher has to fill up 225 progress report forms, every semester. This is in addition to the report cards.

When something new is implemented it must be done with clear objectives and a specific purpose. The consequential effect on the teachers and schools must also be considered with equal importance.

This sister-in-law of mine is a dedicated teacher, still slogging it out after 15 years in the profession. Not because she lacks choice for employment but because teaching is what she wants to do.

She has confessed, rather regrettably, that no teaching takes place for weeks after semester examinations are over. She also tells me that the teachers are often under enormous stress and pressure and they make use of teaching time to finish their paper work.

Another important question is: how much can a teacher, who is writing 225 reports, remember about each of her students to complete the progress reports? At the end of the day, is the report truly reflective of the student's capability, strengths and weaknesses?

Will all these additional sheets of reports make the student any brighter or our school leavers any better than they are now?

It is not just the progress reports. I learn there are many other things that bog teachers down. For example, the filling up of student profiles are done many times over in a year for various purposes.

While developing nations are going paperless, our education system seems to be a step backward.

Teachers form an integral part of our education system, lending them a ear for their grouses and grievances and rectifying the flaws gradually will produce contented teachers producing smart students from non-smart schools.