{
  "id": 12687289,
  "title": "The hidden crisis in Indian classrooms: Why teachers are quitting before year five",
  "url": "https://urgent.news/2026/10/07/the-hidden-crisis-in-indian-classrooms-why-teachers-are-quitting",
  "topic": "world",
  "section": "World",
  "published": "2026-10-07T18:26:42.000Z",
  "source": {
    "name": "The Indian Express",
    "slug": "the-indian-express",
    "url": "https://indianexpress.com/article/opinion/columns/indian-classrooms-teachers-quitting-crisis-du-10911412/"
  },
  "original_language": "en",
  "account": "The World Teachers' Day, observed annually on October 5, commemorates the adoption of the Recommendation concerning the Status of Teachers in 1966 by UNESCO. This recommendation sets the benchmarks for teachers' rights, responsibilities, and professional preparation. However, the year 2026 highlights new challenges facing teachers due to digital technologies, climate change, migration, and displacement. These pressures negatively impact teachers' work and status, which have historically been undervalued in all systems. UNESCO's Global Report on Teachers (2023) warns that teachers are leaving the profession within the first five years of practice, particularly at the primary level. This teacher shortage is attributed to factors such as low motivation, slow recruitment, poor professional preparation, challenging working conditions, and low status. The report estimates a shortage of 7.8 million teachers in South Asia, including India. To understand why teachers, especially those at the primary level, are leaving, we must examine factors like teacher motivation and preparation. Attractive career pathways with equitable access to professional development are crucial for maintaining teacher motivation. However, primary school teaching is not considered an appealing option due to stagnant recruitment practices. Moreover, teaching experience at the primary level does not count towards eligibility for becoming a school principal. This absence of primary teachers' input in policymaking perpetuates a cycle where their expertise is disregarded. Teacher preparation in India is another significant issue. Indian universities have been reluctant to play a pivotal role in teacher preparation, particularly for the primary level. The integration of teacher education within central universities, as seen in Delhi University's Bachelor of Elementary Education (B.El.Ed.) programme, marks a positive stride. However, the emphasis on training over education in teacher preparation reflects colonial roots and limits the autonomy and growth of teachers. The recent NEP 2020 policy, while aiming for homogenisation, inadvertently retains the training orientation prevalent in traditional teacher education programs.",
  "summary": null,
  "key_points": [],
  "editors_take": null,
  "illustration": null,
  "coverage": {
    "outlets": 1,
    "also_reported_by": []
  },
  "ai_generated": true,
  "disclaimer": "Summaries, key points and the editor’s take are written by software from other outlets’ reporting and may contain errors — always check the linked original."
}