This document discusses enhancing the image and benefits of teachers in India. It notes that teachers are not given due status or recognition as professionals and their jobs are less remunerative than their responsibilities. It explores reasons why men and women choose teaching as a career and key statistics. It discusses the status of teachers in national policy, different types of schools, political interference, stakeholders, evidence of issues teachers face, and a communication plan to improve the situation. In conclusion, it argues that enhancing pay scales and benefits is needed to attract and retain good quality teachers.

1. Enhancing Image & Benefits of Teachers
Group II
Devbrat Negi – 04
Dinesh Sharma – 05
Kuldeep Singh – 08
Kumar Rajesh - 09

2. Why this topic ?
Teachers are a lot who are not given their
due status by the society
Lack of pride in teaching
Their jobs are less remunerative as
compared to their responsibilities
They are not recognized as professionals

3. Reasons for choosing teaching as a career
Different reasons for men & women :
MEN :
Some choose this career when they could not
pursue their preferred choice
As a stop gap while preparing for better jobs
They could not get any other job
Getting job is comparatively easier since it is
presumed that anybody can do it

4. Reasons contd…
WOMEN :
Women picked this profession because of less
work, so as to manage house and work together
Being a second earner of the family, money is not
the only consideration
They prefer less demanding and limited
engagement hours job
Prefer jobs in their vicinity
Safety and security are important considerations

5. Key statistics
A teaching job does not compensate for the need of decent living and hence
male teachers rely on tuition money to support their family’.
The teaching profession is popular among women in India as it’s a secured
job, and also time bound and above all a noble and respectable profession.
•

6. Different types of schools in India
Private Schools :
Unaided schools
Aided Schools
Government schools

7. Status of teachers in India
National Policy on Education (NPE)
devotes a section in its report. It states :
 The status of teachers reflects the socio
cultural ethos of the society
 The Government and the community
should Endeavour to create conditions that
will motivate and inspire teachers.

8. The programme of actions stressed these
important issues :
 Pay and service conditions of teachers have
to be commensurate with their social and
educational responsibilities
 Teachers’ association must play an active
role in enhancing the dignity of the
teachers

9. Teacher’s profile and associated
characteristics
 Teachers constitute a single largest group
of educated and professionally qualified
workers in India
 They account for 11.2 % of total work force
of government employees

10. Common Ground
 The work of teachers start with building the
thinking of the children at the beginning itself
 They build the foundation on which the child
and nation’s future is built
Role of teachers is very important and their
skills should be developed
Encouraging atmosphere may be created in
which a willing candidate joins this profession
Other work like – collection of data, doing
survey for govt. etc should not be assigned to
them – this may cause loss of focus

11. Common Ground contd…
The professional status of teachers gradually
eroded not only for the community of
stakeholders but also in eyes of teachers.
The Govt. school continue to provide poor quality
of education and media & social leaders continue
to blame the teachers. The very survival of
teaching as a profession is in question as the
social status of teachers continues to erode.
India faces a crisis of confidence with respect to
teachers and teacher motivation is indeed a
national issue.

12. Common Ground Contd..
Eye Opener from OECD countries :
The amount countries invest in teachers relative to their
available resources provides an approximate indication of
the value countries place on education.
In OECD Countries the growth rate in teachers’ salaries was
lower than the growth rate in GDP per capita in most
countries between 2000 and 2008.
However, from 2008 to 2009, most countries experienced an
increase in teachers’ salaries relative to GDP per capita.
This is likely to be a result of the sharp slowdown in GDP
growth in the aftermath of the financial crisis.

13. Political interference
 In hiring
In promotions
In selection process

14. Stakeholders
1. School Teachers
2. Potential aspirants for teachers
3. Children and their parents
4. Policy Makers
5. Independent researchers
6. Government
7. Other epistemic communities
8. Society at large

15. Evidence & Ammunition
 Primary teachers are not given due
importance by the society as well as the
government. It causes demotivation among
teachers
 Teachers feel they have under achieved
Their job is monotonous
Work load is tremendous – so many non
teaching tasks
Social distance between teachers and students
is very wide in govt. schools, which cater to
poor children

16. Evidence & Ammunition contd..
 Working conditions are not commensurate
with the profession
 According the data :
- 62 % schools function in one or two rooms
- 17 % do not have black boards
- 29 % rural schools do not have toilets
 Most teachers feel that they do not have
adequate opportunities for up-scaling the
skills

17. Communication Plan
1. Partnership development
2. Campaigning
3. Publishing
4. Using the media

18. Partnership development
1. Partnership arrangement with NGOs for
spreading awareness
2. Engaging activists
3. With Policy makers
4. With local authorities
5. With parents
6. With Teachers’ Association
7. With politicians & opinion leaders
8. Eminent Educationists

19. Campaigning
Slogan :
A teacher takes a hand, opens a mind, and touches
a heart
or
Good teachers are costly, but bad teachers cost
more
Message :
Indebted to my father for living, but to my teacher
for living well
or
A teacher affects eternity; he can never tell where
his influence stops

20. Publishing

21. (A former teacher and NGO worker in Rajasthan)
Jara sochiye!
Quite apart from this salary, the
primary teacher is called a Grade III
teacher
The person who builds
the foundation is called
‘grade three’.

22. Squaring your conscience
• Did you ever see
yourself as
teacher ?
• When you passed
out from college,
did you apply for a
teacher job ?

23. Using the media

24. Bechara ?
I got both the jobs but the call letter for PTI came
late.
“I wanted to become a Physical Training Instructor.
Since jobs are difficult to get, I applied for the
post of grade III teacher also.
There was family pressure . So I decided to
become a teacher”
(A teacher)

25. Voices of teachers !
“I do what is expected of me. I do have the
desire to do new things, but time and
opportunity do not come my way.”
“I will be happier if I get an opportunity to
teach classes 6, 7 and 8. Our school is a
primary school - that is my problem.”
“I am not satisfied - because my home and
parents live 35 km away and I am not able
to look after them.”

26. Conclusion
i. Adhocism such as appointing para teachers
is demeaning the status of teachers
ii. It gives an impression that anybody, who has
minimum education qualification, can teach
and as such this work does not require
specific skills and talent
iii. It reflects the low value given to the
teachers
iv. Teacher’s role is very important in life of a
child

27. Conclusion contd…
v. Salary of Primary school teachers is
equivalent to : Upper Division Clerks,
staff nurses in hospitals etc. Given the
amount of importance they have in the
life of the child, their status must be
enhanced.
vi. Like other organized services, there
should be state level competitive
examination for recruitment of teachers
at regular interval for attracting better
talents in this field

28. Conclusion
vii. The nation requires good quality
teachers, and good quality can be
achieved by enhancing the pay scales and
benefits to the teachers
viii. Attracting, Developing and Retaining
Effective Teachers is the immediate
challenge
ix. Lack of cohesive working environment
x. Support staff not adequately trained