Actually, for them, quality education denotes the “well-being of both students and teachers at home”. Participants then defined “quality of education” in terms of “physical and mental” [happiness, based on], “quality nutrition, quality sleep, overall family-level social environment for both teachers and students. students. Furthermore, they said the children come from difficult backgrounds, where a normal family lives on less than $1 a day, and therefore cannot afford “a simple children's breakfast”. The teachers strongly stated that in such a situation, no one can expect a child to improve learning performance, and above all the teachers "are committed to the classroom to change something" (Telli, 2013, p. 2). These teachers' opinions undoubtedly support my broad arguments that poverty excludes children from quality education. Referring to Tell (2013), teachers simply continue to clarify that quality learning in private school is the result of a better environment for teaching and learning, including innovative leadership. Apart from this, children who attend private schools come from decent economic backgrounds compared to children who attend public schools. According to Telli (2013) teachers argue that education would not improve if their salary remained low or suffered frequent delays. Expressing their feelings, according to Telli (2013), teachers insisted: “pay us what we deserve and pay us on time…you will” witness a revolution in education (p. 5). Any improvements that legislators make without the involvement of teachers and students will in fact be doomed to fail. The Tell study (2013) seeks to confirm that the quality of education is in the hands of teachers. Therefore, teachers presumably confirm that the proposed educational policy will, sooner or later, be successful