Sarangapani, Padma M and Ramchand, Mythili and Bawane, Jyoti
(2024)
The Teaching profession in India: Growth, diversification, and feminization.
In:
World Yearbook of Education 2025.
Routledge, London, pp. 143-159.
ISBN 9781003441731
Full text not available from this repository.
| Abstract: |
The teaching workforce in India at 9.5 million is among the largest in the world and is highly segmented and differentiated. Fifty percent work in the state system and about 40% in private sector schools with starkly different employment terms. Marked interstate differences between government and private and gender, social category, and age profiles of teachers show the impact of differential development, state policy, and private sector practices toward teacher recruitment. We begin with presenting the diversity in the teaching workforce by profiling them by gender, social category, employment terms, and the type of school and region in which they work. We contextualize the features of the workforce and the teaching profession in India in the region's culture and history, politics, and economy, specifically discussing cultural mores that lead to the profession being aspirational and having social respectability while growing influences of state policy and market are leading to the profession being devalued, offering poor service conditions and pay, and overall becoming feminized. We note the complexities arising in the sector on account of the contradictions in these intersecting fields and their impact on the profession, aspiration to become a teacher, and the workforce. |
| Item Type: |
Book Chapter
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| Subjects: |
School of Social Sciences > Education |
| Divisions: |
Schools > Social Sciences |
| Date Deposited: |
20 Mar 2025 06:04 |
| Last Modified: |
20 Mar 2025 06:04 |
| Official URL: |
https://www.taylorfrancis.com/chapters/edit/10.432... |
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| Funders: |
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| Projects: |
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| DOI: |
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| URI: |
http://eprints.nias.res.in/id/eprint/2888 |
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