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The teachers in schools are paid to do their jobs sincerely and their sincerity or insincerity go unnoticed especially between standards one and nine as many schools and our government believe in mass promotions.The trouble starts in standard ten where the students are asked to take the board examination.This time some of the teachers urge the students to go in for tuition, and from this level the sincerity of teachers are put to test.
Many teachers pass this test but they fail miserably when the students come to 12 standard and most of the teachers especially those who take Maths,Physics and Chemistry urge the students to go in for tuition as they admit that they are teachers and not coaches.If this is the situation why ask the teachers to acquire higher qualifications? Just like coaches in football, cricket we can have coaches in Maths Physics etc.
Do we require teachers or coaches?
RSS 
My wife and I are teachers. In Mexico, we have a diferent grading system , we have kinder, primary is 1-6, secundary 1,2, and 3 and Prepratory 1, 2, and sometimes 3 depending on if you choose technical or Career...
At any rate, coaching vs. teaching in superior grade level is a very good question, but it is not as different as one might think...
In the primary school you are ”taught” Math, language, science, history, etc..The most important (at least here in Mexico) are your language classes (grammer, reading, writing, etc.) and Math...
In superior grades, although you have learned the ”basics” a teacher (and a qualified teacher) is still needed. There is a big difference...children are no longer coddled, they MUST think for themselves and SHOW IT..They must learn to APPLY everything they have learned in the past to new ”theories” such as Chemisty and Physics...
Teachers will still continue teaching, but it is these years that students will begin to use complex thought processes and independent thinking (which WILL be ”coached” by a hopefully well educated teacher) instead of simple memorization educational strategies which are common teaching methods in the inferior (primary) educational systems.