TEACHERS
Our main concern for teachers has been threefold: (i) to see that all the teachers working in schools are properly trained; (ii) to provide adequate number of teachers to meet the needs of the increasing number of schools; and (iii) to provide for continuing in-service education to teachers to keep them abreast of new developments in the content and methodology of teaching. Whereas efforts in these directions are afoot, it is necessary to assess and review the position from time to time. In such assessments, it is important to know whether there are enough teachers in schools, who are not only academically qualified and professionally trained to teach different subjects but also possess the potential for facing the challenges of the emerging changes in the curriculum and the social environment. It is also important to know the number of teachers drawn from the weaker sections of the society, especially, the Scheduled Castes, Scheduled Tribes, and women. These and other allied aspects are discussed in this chapter.
In each of the four All-India Educational Surveys completed earlier, attempts were made to study the adequacy and qualifications of teachers at the school stage. In the Third Survey, for the first time, a separate questionnaire was used for teachers and detailed valuable data were collected on various aspects. In the present survey, the teacher information has been collected through the School Information Form. A few additional variables, like competence of teachers teaching Science and Mathematics, Physical Education teachers, etc., have also been included in this survey.
There are 7,35,771 recognized schools in the country (as on 30 September 1986) of which 5,28,730 are primary, 1,39,016 upper primary, 52,560 secondary, and 15.465 higher secondary schools. In all, these schools have 37,30,360 sanctioned teaching positions, of which 36,44,681 (97.70%) have been filled. Of these teachers, 25,31,300 (69.45%) are working in rural schools. As per the Fourth Survey (30 September 1978) there were 6,34,144 schools and 30,01,726 sanctioned teaching posts, of which 29,40,339 (97.95%) had been filled. Thus, it is observed that there is a 16.03 % increase in schools and a 23.95% increase of teachers. Among the sanctioned teaching positions, 25,95,594 (69.58%) are in rural schools and the remaining 30.42% in urban schools as per the present survey. The percentage of the filled posts in urban schools is slightly more (98.87%) than that in the rural schools (98.00%).
Women teachers constitute only 30.03% (10,94,419) of the working teachers. It is worthwhile to point out here that among the rural teachers there are only 21.42% women teachers while in urban schools this percentage is 49.60. In the Fourth Survey, the percentage of women teachers in the country was comparatively lower, (26.90). The representation of teachers belonging to the Scheduled Castes and the Scheduled Tribes, in the present survey, is 8.62% (3,14,043) and 4.45% (1,62,236), respectively During the Fourth Survey, the respective percentages of the Scheduled Caste and Scheduled Tribe teachers were 6.87 and 3.47.
Information about service conditions of teachers, as permanent and non-permanent, has also been collected. Of the total number of teachers, 30,93,075 (84.87%) hold permanent posts and 15.13% are working in a temporary capacity. In the Fourth Survey, the percentages were 76.49 and 23.5 1, respectively. Thus, as per the statistics of the Fifth Survey a larger number of teachers enjoy job security as compared to the situation at the time of the Fourth Survey.
There are 6.17% (2,24,912) teachers who have undergone inservice training programme for teachers in the country. For different types of schools, the percentages of teachers who have attended inservice teacher education programme are: primary schools, 5.57%; upper primary schools, 7.29%; secondary schools, 6.61%; and higher secondary schools, 4.91%.
The distribution of teachers according to academic qualifications is : 8.16% are educated up to the middle level, 37.44% are matriculates, 14.47% have higher secondary or equivalent qualifications, 24.69% are graduates, 11.72% are postgraduates or above, 2.10% are language teachers, and remaining 1.42% "are other teachers".
The present survey reveals that 12,50,684 (34.32%) teachers are engaged in teaching science subjects at different stages of school education. Of these teachers, 35.59% (4,45,140) have not studied science at all, 46.28% have studied science up to secondary/ higher secondary, and remaining 18.13% are B.Sc., B.Sc. (Hons.), M.Sc. and Ph.D./M.Phil.
There are 32,669 teachers who have science qualifications as graduates or above but who are not teaching science subjects at any of the school stages.
90 FIFTH ALL-INDIA EDUCATIONAL SURVEY
8.1 Teachers in Primary Schools In this survey attempts have been made to study the different aspects of teachers in primary schools, viz. to identify the gaps between the sanctioned and the actual strength of teachers in schools, distribution of teachers in schools according to different managements, female, Scheduled Caste and Scheduled Tribe teachers, the tenure of service of teachers, attrition of teachers, teachers who have undergone in-service training, physical education teachers, etc. These aspects are discussed in the following paragraphs.
8.1.1 Teachers in Position and Sanctioned Posts There are 5,28,730 primary schools in the country, of which 4,75,823 (89.99%) are in rural areas. There are 14,92,721 teachers working in primary schools, which constitutes 98.17% of the sanctioned posts. If we take into account all the teachers teaching at school stages in the country, the primary school teachers represent 40.96%. There are 11,79,920 teachers working in rural schools. Further, it is observed that 98.00% of the teaching posts in rural schools and 98.84% of teaching posts in urban schools have been filled. This shows that more posts are lying vacant in rural areas than in the urban areas. The schools run by government have a larger percentage of the vacant posts than the schools run by other managements. Management-wise, the schools run by local bodies have a maximum number of teachers (49.82%) followed by government schools (36.54%), private-aided schools (8.71%), and private-unaided schools (4.93 %).
Among the States, Bihar has the lowest percentage (90.92%) of posts filled and hence the largest number of posts lying vacant. The States of Andhra Pradesh, Gujarat, Jammu and Kashmir, and Punjab have 95% to 98% of the posts filled. The remaining States have more than 98% of the posts filled. Among the Union Territories, the lowest percentages of the posts filled are 97.32% for Delhi and 97.42% for Pondicherry. For the remaining Union Territories, the posts filled are 98% or above.
STATEMENT 8.1
Posts Sanctioned and Teachers Working in Primary Schools
Rural Urban Total % of Teachers
Management Working
Sanctioned Working Sanctioned Working Sanctioned Working
1 2 3 4 5 6 7 8
Government 478555 467912 78738 77513 557293 545425 36.54
(97.78) (98.44) (97.87)
Local body 648328 636259 109095 107430 757423 743689 49.82
(98.14) (98.47) (98.19)
Private-aided 58588 57912 72566 72150 131154 130062 8.71
(98.85) (99.43) (99.17)
Private-unaided 18546 17837 56082 55708 74628 73545 4.93
(96.19) (99.33) (98.55)
TOTAL 1204017 1179920 316481 312801 1520498 1492721 100.00
(98.00) (98.84) (98.17)
Note : Figures within parentheses indicate percentages of working teachers to sanctioned posts in each category
8.1.2Scheduled Castes, Scheduled Tribes, and Female Teachers There are 11.05% Scheduled Caste, 6.13% Scheduled Tribe, and 28.20% female teachers in primary schools. Rural schools have more Scheduled Caste and Scheduled Tribe teachers than the urban schools. There are 11.84% Scheduled Caste and 7.10% Scheduled Tribe teachers in rural areas as compared to 8.03% Scheduled Caste and 2.48% Scheduled Tribe in urban areas. Female teachers (55.62%) are more in urban schools than in the rural schools (20.94%).
Among the States which have more Scheduled Caste teachers than the All-India percentage of 11.05, Tamil Nadu (16.68%) tops the list, followed by Andhra Pradesh (14.93%), Karnataka (13.24%), Gujarat (12.90%), Maharashtra (12.08%), Uttar Pradesh (12.05%), Punjab (11.93%), Madhya Pradesh (11.71%), West Bengal (11.11%), and Himachal Pradesh (11.07%). There are no Scheduled Caste teachers in Nagaland and Mizoram. In the remaining States, however, the percentage of the Scheduled Caste teachers is below 11.05. None of the Union Territories has more than 11.05% Scheduled Caste teachers, and Andaman and Nicobar
TEACHERS 91
STATEMENT 8.2
Scheduled Caste, Scheduled Tribe and Female Teachers in Primary Schools
Rural Urban Total
Mana-
gement Total % of Total of Total % of Total of Total % of Total of
Scheduled Scheduled Female Scheduled Scheduled Female Scheduled Scheduled Female
Caste Tribe Caste Tribe Caste Tribe
1 2 3 4 5 6 7 8 9 10 11 12 13
Govern- 467912 11.90 9.58 22.79 77513 7.16 4.19 55.17 545425 11.22 8.81 27.39
ment
Local 636259 12.23 5.24 16.72 107430 9.94 1.68 51.94 743689 11.90 4.72 21.81
body
Private- 57912 8.08 6.52 49.16 72150 8.21 2.63 56.17 130062 8.15 4.36 53.05
aided
Private- 17837 9.05 10.31 30.87 55708 5.34 1.47 62.64 73545 6.24 3.61 54.93
unaided
TOTAL 1179920 11.84 7.10 20.94 31280 1 8.03 2.48 55.62 1492721 11.05 6.13 28.20
Islands and Lakshadweep are the two Union Territories which do not have even a single Scheduled Caste teacher.
As regards the teachers belonging to the Scheduled Tribes, Goa, Haryana, Jammu and Kashmir, Punjab, and Chandigarh are without any such teachers, while Meghalaya, Mizoram, and Nagaland have above 93% of such teachers. Further, the percentage of the Scheduled Tribe teachers is about 75 in Lakshadweep, 66 in Dadra and Nagar Haveli, 39 in Arunachal Pradesh, 35 in Manipur, 31 in Tripura, 23 in Sikkim, and 15 each in Gujarat, Assam, and Madhya Pradesh. The rest of the States and Union Territories have fewer than 10% Scheduled Tribe teachers, of which Kerala, Tamil Nadu, Uttar Pradesh, Delhi, and Pondicherry have fewer that 1% Scheduled Tribe teachers.
Among the States which have more female teachers than the All- India percentage of 28.20, Kerala (62.12%) tops the list, followed by Goa (58.99%), Punjab (54.03%), Mizoram (44.11%), Haryana (41.25%), Meghalaya (39.96%), Tamil Nadu (39.31%), Gujarat (39.03%), Maharashtra (38.22%), Jammu and Kashmir (38.07%), Himachal Pradesh (35.59%), Nagaland (29.90%), and Sikkim (29.60%). In the remaining States, the percentage of the female teachers is below 28.20. All the Union Territories have more than 28.20% of the female teachers; Chandigarh (90.91%) tops the list followed by Delhi (56.67%), Daman and Diu (45.36%), Pondicherry (41.93%), Dadra and Nagar Haveli (38.86%), Andaman and Nicobar Islands (32.85%), and Lakshadweep (29.23%).
8.1.3 Tenure of Service of Teachers The service conditions of teachers in the government and local body schools are more or less the same and their jobs are more secure. The teachers in the private-aided schools also enjoy certain benefits as per the Government rules. But no formal management agencies have control over the private-unaided schools. Teachers there work under insecure service conditions. It is evident from the fact that though as a whole 86.23% teachers in the primary schools hold permanent appointments, the percentage in the private-unaided schools is only 59.12. In the private-aided schools the percentage is the highest (91.46%), followed by the local body schools (90.64%), and the government schools (82.62%). In rural schools, though 86.48% teachers hold permanent appointments, only 53.39% teachers working in the private-unaided schools are permanent. In urban schools 82.25% teachers are permanent whereas the position of teachers in the private-unaided schools is slightly better as 60.95% teachers are permanent. It is observed that the teachers working in the private- aided schools have more job security than their counterparts in the government or local body schools, the least job security being in private-unaided schools.
STATEMENT 8.3
Teachers according to Tenure of Service in Primary Schools
Rural Urban Total
Management
Permanent Non-Permanent Permanent Non-Permanent Permanent Non-Permanent
1 2 3 4 5 6 7
Government 384168 83744 66454 11059 450622 94803
(82.10) (17.90) (85.73) (19.27) (82.62) (17.38)
Local body 575635 60624 98418 9012 674053 69636
(90.47) (9.53) (91.61) (8.39) (90.64) (9.36)
Private-aided 51099 6813 67852 4298 118951 11111
(88.24) (11.76) (94.04) (5.96) (91.46) (8.54)
Private-unaided 9523 8314 33953 21755 43476 30069
(53.39) (46.61) (60.95) (39.05) (59.12) (40.88)
TOTAL 1020425 159495 266677 46124 1287102 205619
(86.48) (13.52) (85.25) (14.75) (86.23) (13.77)
Note : Figures within parentheses indicate percentages with respect to the total number of teachers in each category
8.1.4 Teachers with In-service Training In-service training of teachers in primary schools has become imperative due to the changes in curriculum and methods of teaching. Keeping this in view, information about the number of teachers who have undergone in-service training programmes, has been collected. It is observed that in all 5.57% teachers have attended in-service training programmes in the country. The percentage in rural and urban schools is more or less equal, being 5.58 and 5.50 respectively. It is further observed that the percentage of the teachers who have undergone in-service training, is the highest (8.69%) among those working in the private-aided schools, followed by the government schools (7.00%), local body schools (4.38%), and private-unaided schools (1.34%). A similar trend is observed in the management-wise distribution of schools in rural areas. While, in urban areas, in regard to the percentage of teachers who have attended in-service teacher education programmes, teachers belonging to the government schools have the highest percentage (7.60%), followed by in the local body schools (6.01%), the private-aided schools (5.71%), and the private-unaided schools (1.11%). It is evident that the private- unaided schools have the lowest percentage of teachers who have undergone the in-service training programmes.
STATEMENT 8.4
Teachers who have undergone In-service Training In Primary Schools
Management Rural Urban Total
1 2 3 4
Government 32309 5893 18202
(6.90) (7.60) (7.00)
Local body 26130 6455 32585
(4.11) (6.01) (4.38)
Private-aided 7181 4118 11299
(12.40) (5.71) (8.69)
Private unaided 257 728 985
(1.44) (1.11) (1.34)
TOTAL 65877 17194 83071
(5.58) (5.50) (5.57)
Note : Figures within parentheses indicate percentage with respect to the total number of teachers in that category
TEACHERS 93
8.1.5 Attrition of Teachers In order to find out the mobility of teachers and employment opportunities for new teachers, information about teachers who retired, who resigned, whose services were terminated, who were transferred, and who died during the school session (1986-1987) was collected. It is observed that there are 14,81,485 working teachers in position at the beginning of the school session, of whom 23,675 (1.60%) teachers left the teaching profession due to various reasons. The highest percentage is of those teachers who refired from service- 0.71% (10,576), followed by those who left their position due to transfer-0.30% (4,390), those who resigned0.25% (36623), those who died-0.18% (2,698), and those whose services were terminated-0.16% (2,349).