The Importance of Humility as a Teacher

In this article, I will attempt to explore the difference between trying to help students succeed and trying to be a student’s saviour, by drawing from timeless biblical wisdom.

In the first section I will reflect on my own struggles with this distinction in my teaching journey thus far. I will then briefly offer my reflection on the current CA education landscape as it relates to this distinction. Finally, I will draw on biblical scripture to reflect on why the virtue of humility is key if we truly want to transform the lives of our students.

My teaching journey to date

When I became a CA academic in 2012, I went in with big dreams. I wanted to be the kind of teacher who would “change everything” for my students. You see, I achieved relatively average marks when I was a student on the CA journey. In fact, I took two years longer than the minimum time to eventually qualify as a CA.? However, I believed that my academic struggles as a student, was my teaching superpower. My difficulties as a CA student are not unusual; in fact, dare I say, it is the norm for students on the CA journey. Thus, I believed that my teaching superpower was that I could relate to most CA students. As I student I used to struggle with the most basic concepts, and thus my mission from Day 1 was to teach to the lowest common denominator in my class, and to this day my teaching philosophy is to simplify complexity (and dare I say, downplay unnecessary complexity ??). I believe this approach has led me to achieve a lot of success as a teacher. One of the highlights being in 2017, when I was a SAICA Top 35 under 35 finalist.

Today over 12 years later, my teaching philosophy has not changed. However, one important thing has had to change in my outlook, and that is the fact that: I am NOT the one who can, and who will, change everything for my students. Despite my best efforts to simplify complex concepts, many of my students still failed, and if my goal was to save them from failure, that implied that I failed them too. I have thus had to change the notion that I could save students from failure in the first place.? Education is dynamic, and a student's academic achievement can be influenced by a variety of elements, including personal, learning habits, psychological, financial, cultural, health, family support, and learning environments, to mention a few.

No single teacher or institution has the perfect combination of factors to always assure the success of all students. In fact, having this attitude as a teacher or institution is arrogance, and in my effort to try and help students, I was guilty of this arrogance. In recent years however I made a concerted effort to recognise that I am simply another source of help to students. And while I continually try to improve on my teaching expertise, I am not and will never be, the only source of competent help available for students.

The current CA education landscape in South Africa

The number of students aspiring to be CAs continues to grow annually. However unfortunately the success rate of students on the CA qualification journey continues to decline. In response to this decline in pass rates amidst an increasing student population, several private institutions, private tutors, YouTubers etc., have been formed to try and address the declining pass rate. Don’t get me wrong, the declining pass rates of students on the CA qualification journey, amidst increasing student numbers requires an all-hands-on deck approach. Thus, I believe there is a place for every individual and institution who has the competence to help students succeed.

The danger I've begun to perceive however, is the same problem I had in my teaching career: where individuals and institutions see themselves, deliberately or unknowingly, as the answer or saviour of every student from failure. Sending this wrong message is exacerbated by marketing through social media which appeal to students, but with the real risk of students perceiving institutions as saviours rather than facilitators of learning. But as I have mentioned before, no single teacher or institution, can be the answer for every student.

To provide an example from my personal CA qualifying journey: Out of matric, I received a bursary to study at Stellenbosch University (Stellies), one of the country's premier universities. However, I flunked out in my second year. Not because the lecturers were bad; in fact, according to all accounts at the time, Stellies had the top accounting lecturers in the country. My bursary was then revoked, and I was forced to attend UWC, a historically disadvantaged institution (HDI), because that was what my parents could afford. As an HDI, UWC was and continues to be far less resourced than Stellies, and by all accounts at the time, UWC was unlikely to have the best accounting lecturers in the country. Just a side note though: Being the so-called "best lecturers" is incredibly subjective and contextual, but that's a topic for another day ??. Nevertheless, I excelled at UWC. I passed my degree, honours (on my second attempt ??), and both board examinations first time. The main difference between the universities was that the UWC lecturers teaching style and the institution's culture, were simply a better fit for my path to become a CA. However, many other students may not succeed at UWC but might thrive at Stellies because it is likely a better fit for their educational journey. And that is precisely the point: no single teacher or institution can always be ideal for all students. Thus, individual teachers, institutions, or anyone simply attempting to help students should be cautious not to give the impression that they are the saviour of every student from failure, as doing so may in fact set students up for failure.

Our role as teachers as helpers of learning and not saviours from failure: A biblical perspective

I am convinced, that teaching is one of the most impactful roles a person can assume. No matter the learning environment, the teacher holds the responsibility of shaping minds and nurturing growth. However, there is a critical ingredient that makes teaching not just effective but transformative: humility. I believe this virtue allows us teachers to right size our role as teachers, as helpers or facilitators of learning, and not saviours from failure. Humility also allows us as teachers to focus not on our own abilities or accomplishments, but on the needs and potential of our students.

I believe some timeless wisdom as it relates to the importance of humility as a teacher can be drawn from 1 Corinthians 3:6-7, where Paul says,

" 6?I planted,?Apollos watered,?but God gave the growth.?7?So?neither he who plants nor he who waters is anything, but only God who gives the growth. (ESV)

This verse provides profound insight into why humility is essential for teachers. In the rest of this article, I will provide 4 reasons as to why.

1.?? Acknowledging the Source of Growth

In this verse, Paul emphasizes that while he and Apollos had roles in spreading the gospel and nurturing early believers, the real growth came from God. Similarly, teachers may play the role of planting knowledge and watering it with guidance, but true learning and growth in the hearts and minds of students come from something beyond the teacher’s control.

Humility, in this sense, requires teachers to acknowledge that they are instruments in the learning process. They prepare lessons, provide instruction, and encourage understanding, but they cannot take full credit for the results. A teacher who is humble understands that students' progress is often influenced by many factors, including personal effort, external support, and most importantly divine intervention.

2.?? Teaching as a Collaborative Effort

Paul’s distinction between his role and that of Apollos also teaches that no teacher works in isolation. Each educator builds on the work of others. A humble teacher recognizes that the foundation of a student’s understanding may have been laid by previous teachers, and future growth may be nurtured by others.

This mindset fosters collaboration among educators rather than competition. Teachers who embrace humility are more open to sharing resources, seeking advice, and working alongside colleagues for the benefit of the students. They know that their goal is not to outshine others but to contribute to the overall growth of the learner.

3.?? Redirecting Praise to God

In the teaching profession, praise and recognition are sometimes given to educators for their exceptional work. While there is value in appreciating teachers, humility reminds them that the glory ultimately belongs to God. Just as Paul and Apollos served as vessels through which God worked, teachers are reminded that their gifts, talents, and opportunities come from God.

When students succeed, a humble teacher does not seek personal accolades but instead gives thanks for the privilege of being part of the learning process. This posture of humility allows the teacher to remain grounded, focusing not on personal success but on the success and well-being of the students.

4.??? The Role of Humility in Lifelong Learning

Humility also plays a crucial role in a teacher’s own growth. A humble teacher recognises that they do not have all the answers, and that learning is a lifelong journey. Just as Paul acknowledged that both he and Apollos were servants in God’s plan, teachers must be willing to remain students themselves. This openness to growth allows them to continually refine their teaching methods, adapt to new challenges, and remain relevant in an ever-changing world.

By embracing humility, teachers model for their students the importance of learning from others and acknowledging one’s limitations. This teaches students not only academic content but also the value of remaining teachable throughout life.

Conclusion

1 Corinthians 3:6-7 offers a timeless lesson on the importance of humility for teachers. Paul’s reminder that "God has been making it grow" invites educators to see themselves as stewards in the learning process, with the understanding that true growth comes from a higher power. Humility allows teachers to work collaboratively, celebrate the successes of their students without seeking personal recognition, and remain open to their own continuous learning. In embracing humility, teachers not only become more effective in their roles but also reflect the selfless love and service that teaching ultimately demands.