Behind the Screen: The Hidden Struggles of ESL Teachers
The English as a Second Language (ESL) industry has become a global bridge, connecting teachers and students across cultures. It promises opportunity, flexibility, and affordable learning. Yet beneath this promise lies a reality that is often hidden: teachers endure low pay, harassment, discrimination, and systemic neglect. This essay draws from teachers’ testimonies to highlight the challenges faced by ESL educators, while also acknowledging the perspectives of administrators and students.
From the standpoint of administrators, the ESL industry is a business shaped by global competition. Platforms must keep costs low to attract students, many of whom could easily turn to cheaper markets in other countries. Contractual arrangements allow companies to scale up or down quickly, adjusting to demand. Some Philippine‑based schools comply with labor laws, but foreign‑owned platforms often classify teachers as independent contractors, avoiding obligations like benefits and 13th month pay. Administrators argue that stricter regulation could raise costs, reduce competitiveness, and ultimately shrink opportunities for both teachers and students. Their position reflects the pressures of running a business in a globalized market.
For students, ESL platforms are a gateway to accessible and affordable English learning. They benefit from flexible schedules, lower costs compared to traditional schools, and the convenience of online classes. However, students also face challenges when teacher turnover is high. Poor working conditions can affect teacher morale, which in turn impacts the quality of lessons. While students enjoy the affordability of ESL services, they indirectly suffer when teachers are underpaid, overworked, or insecure in their jobs. Their perspective highlights the delicate balance between affordability and quality.
Teachers in the ESL industry are often expected to treat their students like gods. Platforms encourage tutors to prioritize student satisfaction above all else, sometimes to the point of disregarding the teacher’s own well‑being. This essay is written through the lens of ESL teachers, whose voices are often overlooked in discussions about the industry. It reflects not only their daily struggles but also the realities they endure behind the screen.
Students can also be extremely demanding, expecting their teachers to be superhuman or supersmart. While this can occasionally feel flattering, the reality is that many students assume their teachers should type answers instantly, know everything about every topic, and function like a dictionary, encyclopedia, or even a search engine. At times, they expect tutors to operate like artificial intelligence, forgetting that teachers are human beings with natural limits.
Beyond these unrealistic expectations, teachers must also navigate the egos of their students while following platform guidelines. These guidelines often encourage teachers to correct students, but corrections can easily be perceived as offensive. To soften this, teachers resort to paraphrasing. Yet no matter how carefully feedback is given, some students still complain, accusing teachers of being intimidating.
Students themselves can be intimidating. Some are overly eager to find fault, comparing lessons against their own textbooks or academy materials. In certain countries, textbooks are not even written in English, which complicates matters further. Students may insist their version of grammar rules is correct, refusing to accept exceptions explained by the teacher. One common scenario is when a student asks, “So my teacher from school is wrong?,” a question that implies arrogance on the part of the online teacher, even when the tutor is simply clarifying. In some cases, students who are English teachers themselves challenge their online tutors, making them feel undermined. While questioning is part of learning, teachers are not trying to replace existing knowledge but to expand it, showing that English is not limited to one book or one rigid interpretation.
Teachers often experience harassment with little to no accountability. When incidents are reported, such as students abusing their teachers’ vulnerability, administrators frequently respond with automated messages or, worse, no reply at all. Some teachers have even shared experiences of sexual harassment from students, including explicit acts such as masturbating on camera or asking deeply uncomfortable, inappropriate questions. While companies emphasize the importance of keeping clients satisfied, many teachers believe that true client satisfaction can only be achieved if the well‑being of workers is also protected.
Unreasonable complaints and low ratings from students further compound the problem. On some platforms, teachers are not even told which student submitted the complaint or rating, making it nearly impossible to reflect and improve. As a result, teachers may find their accounts disabled or suspended, even when the complaints are undeserved. This directly affects their income and, inevitably, their mental health. There are cases where teachers received low ratings from classes that lasted less than five minutes. Administrators often fail to investigate these situations thoroughly, dismissing even the evidence teachers provide through screenshots or recordings. In systems where “all‑you‑can” classes are offered, this lack of accountability highlights the need for more staff dedicated to monitoring and supporting teachers fairly.
Training also tends to focus narrowly on handling specific textbooks, with little preparation for challenging scenarios. The assumption seems to be that all students will behave appropriately, leaving teachers unprepared for disruptive or abusive situations.
Illness policies add another layer of difficulty. Teachers who report being sick are often dismissed by both administrators and students, expected to continue working under a “no work, no pay” system. In one case, a teacher suffering from fever was asked to provide a medical certificate, an unreasonable demand when the person was too weak to visit a clinic. While companies may worry about false claims, punctual and reliable teachers should not be penalized when genuine health issues arise. Illness and emergencies cannot be scheduled, and yet teachers are often treated as if they can. In one meeting, administrators even suggested that sick teachers should report directly to the office for evaluation, disregarding the reality of their condition.
Teachers are restricted in how they evaluate students. Many platforms require feedback to be written in overly polite terms, preventing teachers from giving honest reviews that could help students improve. In some cases, teachers are not allowed to rate students at all, and previous feedback is hidden from future tutors. This lack of transparency not only hinders student growth but also leaves teachers without the tools to prepare for recurring behavioral issues.
Teachers in the ESL industry often face serious health challenges. Long hours of screen time make poor eyesight almost inevitable, while constant headphone use increases the risk of hearing problems. Even basic needs can be neglected, as teachers are expected to remain visible on screen and cannot easily excuse themselves to answer nature’s call.
Discrimination is another reality. Some students judge teachers based on their nationality or the country they come from, often influenced by stereotypes or recent news. These conversations can be uncomfortable for both sides, especially when topics about culture or identity are not handled properly.
Unequal treatment between native and non‑native speakers also persists. Many non‑native teachers hold bachelor’s degrees, earned certificates, and have years of experience, yet they are paid less than native speakers who may lack formal training. Students and administrators often elevate native speakers as if they were “gods,” despite reports that some cannot even explain grammar effectively. To be clear, native speakers do make a valuable contribution to students’ learning, but fairness demands that pay and recognition be based on qualifications and experience, not birthplace.
Students themselves are sometimes pressured into taking too many classes because of package deals offered by platforms. This does not guarantee improvement; instead, it leaves students tired, overwhelmed, and confused as they encounter different teachers with varying personalities and teaching styles.
For teachers, the per‑class pay and “all‑you‑can” system creates another burden. Many feel forced to accept as many lessons as possible, leading to exhaustion, burnout, and frayed tempers. Holidays bring little relief. Tutors understand that holidays are peak seasons, but companies should also respect the cultural traditions of their workers. If teachers are required to work on holidays, weekends, or night shifts, they should be compensated according to labor laws. While office‑based employees often receive such benefits, online tutors hope the same protections will apply to work‑from‑home arrangements.
Teachers often worry more about being penalized than about receiving motivation from incentives. Platforms impose numerous guidelines that must be followed to avoid penalties, while offering only a few requirements to qualify for incentives. One teacher even joked that if the world were to explode, teachers would still be penalized.
While guidelines are important, too many of them can lead to confusion and restrict creativity in teaching. Instead of empowering teachers to adapt to their students’ needs, excessive rules often leave them anxious and constrained.
Another issue is the lack of proper quality assurance. Effective monitoring would help teachers stay motivated, improve their performance, and receive constructive feedback. Yet some platforms rely heavily on artificial intelligence to oversee classes, neglecting the human intervention that is still necessary. Continuous hiring of new teachers without adequate quality checks further undermines standards. In some cases, staff from headquarters interfere excessively, criticizing teachers even when students themselves are satisfied. This kind of overreach makes teachers feel that staff are acting more like entitled inspectors than supportive quality assessors.
Low pay also creates practical challenges, especially for teachers in tropical countries. Many cannot afford air conditioners, or if they have them, they are forced to limit their use due to high electricity costs. Simply running a desktop computer or charging a laptop consumes significant energy, adding to the burden of expensive utility bills and fast internet connections, both essential to avoid complaints from students.
The financial strain extends to equipment. With limited salaries, teachers struggle to invest in suitable devices that would make classes more comfortable for students. Outdated PCs cannot be updated, cheap headphones quickly break or cause discomfort, and low‑quality microphones fail to cancel background noise. Sensitive students often complain about even subtle sounds, leaving teachers with few affordable solutions. Noise‑cancellation apps require fees, adding another expense. Even keyboards can become a source of complaints, as typing sounds distract students. Teachers are forced to mute and unmute repeatedly just to maintain a quiet environment.
Technical issues further complicate matters. Teachers understand the importance of investing in proper devices and fast internet, but platforms themselves are not immune to glitches. When IT staff launch new features without adequate testing or communication, classes are disrupted. Students often blame teachers for these problems, even though the issues originate from the platform. Regular students tend to be more understanding, but new or unfamiliar students may file complaints, unfairly penalizing teachers for circumstances beyond their control.
Teaching children can be one of the most challenging aspects of ESL work. Whether a teacher enjoys working with kids or not, children often require extra effort to capture their attention, and they are usually the hardest and most tiring to handle. Teachers must keep smiles on their faces and constantly come up with creative strategies to satisfy both the child and the parent. Yet many tutors notice that some parents simply enter the class and leave everything to the teacher, turning the session into what feels like online babysitting. Surviving a 25‑ to 50‑minute class under these circumstances can be exhausting. Most teachers agree that young learners should only take lessons of about 15 minutes, since they have the rest of the day to watch child‑friendly English videos, sing nursery rhymes, and practice at home. Parents must also contribute to their children’s English learning so that teachers are not left to shoulder the entire burden.
Noise and environment present another layer of difficulty. Teachers are expected to conduct lessons in quiet spaces with professional backgrounds, but many live with family members or in densely built neighborhoods where interruptions are unavoidable. Even when a teacher’s home is quiet, construction or noise from neighbors can disrupt classes. Students must understand that such circumstances are beyond the teacher’s control. At the same time, not all students have ideal environments either. While teachers are required to use PCs or laptops, students often join classes on smartphones, sometimes outdoors or in public places. Lessons held in restaurants, malls, offices, or even while driving frequently suffer from poor connections or distracting sounds. Teachers generally do not mind where students are, as long as both sides can minimize distractions, but crowded or noisy environments make learning difficult for everyone.
Free conversation classes highlight another tension. With regular students, these sessions can be rewarding, as trust and rapport allow for natural dialogue. However, when new students choose free talk, the first class is often awkward. Many dislike introductions, even though they are necessary for teachers to assess the student’s level and interests. Teachers adjust constantly, but challenges arise when students find topics “too difficult,” “too common,” or simply uninteresting. Some expect teachers to carry the entire conversation, leaving tutors unsure of how to position themselves. With beginner students, free talk can be especially problematic, as they lack the foundation to sustain dialogue. In contrast, intermediate and advanced learners benefit most from free talk, since at that stage in English should already be put into practice. Based on many tutors’ experiences, free conversation classes are where misunderstandings and tensions most often occur between teachers and students.
To be fair, students also have their own realities when it comes to online ESL classes. Some have reported that certain teachers smoke during lessons, ask for additional money transfers through online or bank channels, or conduct classes while talking with colleagues in office‑based settings. Others have mentioned that teachers drink or eat during class. In truth, teachers should be allowed to drink water, since they talk constantly and need to avoid a dry throat. Students themselves often eat during lessons, and when they enter a class with a teacher who is hungry, one can imagine how difficult it is for the teacher to endure that session.
Students have also observed teachers using phones during class. This becomes a problem if cameras are required and phones are not on silent mode. However, some teachers are skilled at multitasking and do not lose focus, just as many students also juggle other activities while attending lessons. Classes sometimes end early or suffer unstable connections because of this, but teachers usually call attention to it only when students forget they are in class. Having a phone on the desk is not inherently wrong, since emergencies or important notifications can arise. Phones simply need to be on silent, and if cameras are used, teachers should be transparent with their students.
Another concern raised by students is that some teachers display high tempers. Misunderstandings in communication can easily occur, and patience is emphasized in ESL training as the number one rule. Yet in certain cases, students trigger their teachers by being rude or even harassing them. Teachers are human, not just images on a screen, and tempers can flare as a natural response to mistreatment. Unfortunately, tutors are not allowed to end classes; only students have that power. In extreme situations, some teachers have chosen to exit a class as their best resolution. Depending on the seriousness of the incident, this decision may be justified, and teachers should not always be blamed.
Taken together, these realities show that teachers must endure a wide range of challenges, from student complaints to harassment, while receiving low pay. The lowest‑paying ESL platforms offer only $1 to $3 per class, an amount that cannot even buy a decent meal. Companies expect tutors to work professionally, yet fail to compensate them professionally. This contradiction lies at the heart of the ESL industry’s struggles: teachers are asked to give their best, but are not given the respect, protection, or the pay that they deserve.
Teachers form the backbone of the ESL industry, yet their reality is often the harshest. Many earn per class, with rates that sometimes fall below the local minimum wage when calculated hourly. Benefits such as SSS, PhilHealth, Pag‑IBIG, and 13th month pay are frequently unavailable to those classified as freelancers. Job security is fragile, with sudden termination or unstable contracts leaving teachers vulnerable. The health and emotional toll is significant: night shifts, irregular schedules, and performance‑based pay contribute to stress and burnout. Despite being the very foundation of the industry, teachers remain the least protected. Their perspective reveals the urgent need for reform.
Fairness in the ESL industry is not about choosing sides. Administrators face real business pressures, and students deserve affordable access to quality education. But without secure, motivated teachers, the entire promise of ESL collapses. Regulation that protects teachers without crippling companies is possible, through clearer classification of ESL teachers, minimum pay standards for online platforms, and sector‑specific guidelines similar to those being proposed for BPO workers. The future of ESL depends on recognizing that teachers are not expendable contractors, but the very heart of the industry.
Behind the screen, ESL teachers carry burdens that few outsiders ever see. Their sacrifices are unpaid, their realities often unseen, and the human cost of online education remains unacknowledged. Until companies choose to value teachers as much as they value clients, the industry will continue to thrive on exploitation rather than true education.
