Precarity in the lives of contract teachers: A qualitative study from Odisha, India

School enrollment rates in developing countries have increased substantially over the past few decades. However, due largely to budget constraints, hiring contract teachers has become an ad hoc, yet a popular solution to teacher shortages in Asia, Africa, and Latin America. Studies concerning contract teachers have primarily focused on their performance, efficiency, and cost-effectiveness. In light of the literature on precarity associated with contractual employment, this article seeks to explore how contractual employment affects teachers in India. The study analyzes narrative data obtained through semistructured interviews with 17 contract teachers employed in government-run schools in Odisha, a state in eastern India. According to thematic analysis of the data, participants experience precarity in six dimensions: prioritisation of non-teaching work over teaching, financial hardships, sense of inferiority, anxiety about transfer, experiences of discrimination and desire for course correction. We argue that these six dimensions contribute to the demoralization and disempowerment of teachers. We also explore possible explanations for why Odisha continues to employ contract teachers despite criticism. It is recommended that policymakers be sensitized to the plight of contract teachers and reconsider the policy of contractual employment

Calibrating the lives and lived experiences of teachers in India: A plea for research

The purpose of this study is to highlight the insufficient understanding of the lives and concerns of government schoolteachers in India, who are often blamed for the deteriorating state of public schools in the country.  It examines previous studies on the subject and contends that they have not adequately represented the teachers' perspectives and voices. In order to gain a more comprehensive understanding of the Indian teaching workforce, it is crucial to conduct research that delves into the personal lives and experiences of Indian teachers. To this end, this review paper adopts a hermeneutic approach to select relevant studies for analysis. We explore the evolution of research on the lives of teachers as a distinct field of study, and introduce several prominent studies in this area to provide a foundation for future research in the Indian context. Ultimately, we identify several key questions that can be addressed through an examination of the lives of Indian teachers