Content uploaded by Monika Prabhakar Tayade
Author content
All content in this area was uploaded by Monika Prabhakar Tayade on Feb 11, 2024
Content may be subject to copyright.
International Journal of Advance and Applied Research
www.ijaar.co.in
ISSN – 2347-7075
Impact Factor – 7.328
Peer Reviewed
Bi-Monthly
Vol.4 No.34
Sept-Oct 2023
26
Teacher Recruitment Process in India: With special Reference to Delhi,
Punjab & Maharashtra
Monika Tayade
Research Scholar, Savitribai Phule Pune University
Corresponding Author- Monika Tayade
DOI- 10.5281/zenodo.10429997
Introduction:
Teacher play key role in the teaching learning process. It is hard to imagine education & learning without
the presence of teachers. Not just teachers but teachers who are well trained & actively involved for the
continuous professional development. It is famously said that children are the future of tomorrow. Education
paves way to various ways for students to achieve something in their life. Without proper education & training &
in-depth knowledge of particular subjects it‟s hard to imagine student pursuing their dreams & lead a life of
happiness & well-being. Thus teachers have the responsibility of creating knowledgeable students that are
adequate skills to sustain in professional & personal life too.
Background:
Research study in India has concluded that
there is inconsistency in teacher recruitment
policies. There is problem in calculating the
required number of teachers and their qualifications.
Inconsistency in teacher recruitment process is
handled by appointing contract teachers for that said
academic year and for lesser payment as compare to
teachers in regular recruitment. Due to such
irregularity qualified candidates are in the long wait
to get teaching jobs as per their qualification It is
also noted that highly qualified candidate are
working on very lower salary. Teacher candidates
are also opting for other jobs for their economic
stability. It is also noticed that there are unfair
means in teacher recruitment process and also in
transfer case there are some areas in which teacher
are not happy to be located on take recruitment for a
particular location, this increase in lack of teachers
or absenteeism among teachers. There is uncertainty
in recruitment process of teachers in India. There is
uncertainty about how & when recruitment will
happen, whether merit will be rewarded & whether
school-specific needs would be met or not. These
all affect the quality of teaching. The recruitment
methods differ from states to state in India.
Recommendation for Teacher Recruitment:
Justice Verma Committee (2012) has
advised a teacher eligibility test for recruitment of
all teachers, whether on contract or grade. Several
state governments have reviewed their policies on
contract teachers (contract/regular & contractual
probation moving toward regularization); some state
governments are hiring contract teachers without
any long-term perspective. Annual surveys &
reports shows that the learning condition of students
in India is not up to the mark of their level they are
studying in. It is well known facts that teacher
competencies, effectiveness & motivation are
related to student learning. These three teacher
attributes are determined by how the education
system is able to foreground the rights of children
(to quality education), acknowledge the rights of
teachers (working conditions given to teachers).
There should be provision of sufficient teachers as
per the student ratio. Teachers must be provided
with the environment so as to teach effectively.
Some states are regularizing the contract teachers.
The Policy Framework 1951 to 2004: for recruitment of teachers
Period
Policy
framework
Strategies
1951-68
Constitution of
India
1964: Education Commission Report prescribing minimum standards for recruitment
of teachers – 10 years of general education & minimum two years of training –
diploma or degree in education.
1986-92
National Policy
on
Education,
1986
Operation Blackboard (1987): Strive for at least two teachers in all primary schools,
scheme wound up in 2001.
DIET, 1988: suggests, a pre-service, as well as an in-service, training institution in
every district.
1992 to 2002
National Policy
on Education,
1986, revised
in 1992
1997 onwards:
Several state governments introduced
„Contract teachers‟ or „Para teachers‟ appointed by local bodies (panchayats) or
during specific education projects without adhering to the qualification norms
IJAAR Vol.4 No. 34 ISSN – 2347-7075
Monika Tayade 27
drafted by earlier policies.
This was done outside the GOI policy framework and legitimized as a “project
strategy”.
In 2001: Sarva Shiksha Abhiyan –
Transitional schools provided for in the scheme, legitimizing, contract teachers and
Para- teachers.
Rationale of the Study:
Teachers are important in any type & level
of teaching & learning process. It is imperative to
have competent teachers at all level of education.
Previous studies have noticed lack of competent &
appropriate number of teachers in education system.
The study will help to know the teacher recruitment
process & will also highlight if it is useful in
providing appropriate number of teachers as
required in the education system.
Objectives of the Study:
1. To study the teacher recruitment process in
India
2. To study in detail Teacher Recruitment Process
in Delhi, Punjab & Maharashtra
Current Scenario in Education in India:
The Ministry of Education consists of 2
departments: The Department of School Education
and Literacy & Higher Education.The Department
of School Education & Literacy is broadly
responsible for education imparted between the ages
of six to 18 years, i.e., school education. Under the
Right to Education (RTE) Act, 2009 the government
is mandated to provide elementary education to all
children between 6-14 years of age. Secondary
education is imparted between Classes 9-12 for
children between 14-18 years of age. The
Department of Higher Education is responsible for
higher education, & training for students above 18
years of age. Higher education includes
undergraduate & postgraduate courses, doctoral
degrees, & certificates. The Indian education system
can be divided into three: Elementary Education,
Secondary Education and Higher Education.
Children in the age group of 6-14 are a part
of the Elementary level of education ranging from
Grades 1-8, and are entitled to free and compulsory
education as mandated by the Right of Children to
Free and Compulsory Education Act (2009) (RTE).
The Elementary level is further divided into 2 sub-
categories, Primary School (Grades 1-5) and Upper
Primary School (6-8). Post Elementary level, a child
undergoes Secondary Education for four years
(Grades 9-12). Secondary education is further split
into Secondary (Grades 9- 10) and Higher
Secondary (Grades 11-12)
The types of school in India include:
1. Government school
2. Government Aided schools
3. Private Unaided Recognized
4. Other types of Schools
A. Government Schools:
Large center government run school systems are
1. Kendriya Vidyalaya in urban areas, started in
1965
2. Jawahar Navodaya Vidyalaya, for the gifted
students,
3. Kasturba Gandhi Balika Vidyalaya for girls
belonging to vulnerable SC/ST/OBC classes,
4. Indian Army Public Schools run by the Indian
Army for the children of soldiers.
B. Government aided Private Schools:
These are usually charitable trust run schools
that receive partial funding from the government.
Largest system of aided schools is run by D.A.V.
College Managing Committee.
C. Private Schools (unaided):
According to current estimates, 29% of Indian
children are privately educated. More than 50%
children in urban areas are enrolled in private
schools.
Education System
Elementary
Education
Secondary
Education
Higher
Education
IJAAR Vol.4 No. 34 ISSN – 2347-7075
Monika Tayade 28
D. Other Schools:
Current Scenario: School Education: Types of
Schools In the below paragraph we will discuss
about the types of school in India: namely
government schools, government aided private
school, private unaided school, international
schools, homeschooling, open schooling
A. Government Schools: Large center government
runs school system
B. Government aided Private Schools: These are
usually charitable trust run schools that receive
partial funding from the government. Largest system
of aided schools is run by D.A.V. College Managing
Committee.
C. Private Schools (unaided): According to current
estimates, 29% of Indian children are privately
educated. More than 50% children in urban areas are
enrolled in private schools.
D. International Schools: International school
offers an English-medium curriculum other than the
country's national curriculum & is international in
its orientation.
E. Home-Schooling: The Indian Government
allows that parents are free to teach their children at
home, if they wish to and have the means. If
someone decides not to send his/her children to
school, the government would not interfere.
F. Open and Distance learning:
Board of Open Schooling and Skill
Education, Sikkim (BOSSE) National Institute of
Open Schooling (NIOS) provides opportunities for
continuing education to those who missed
completing school education. In 2012 various state
governments also introduced "State Open School" to
provide distance education.
Current Scenario: School Education:
According to the 2009 Right to Education
Act, schooling is free & compulsory for all children
from the ages of 6 to 14. There are more than 15
lakhs schools in India, nearly 97 lakhs teachers are
teaching approximately 26.5 crore students from
pre-primary level to higher secondary level.
Schools conduct classes from 1st to 12th grade.
The schools by level in India are as follows.
1. Preprimary (Nursery, Lower Kindergarten, Upper
Kindergarten)
2. Primary (1st grade to 5th grade)
3. Upper Primary (6th grade to 8th grade)
4. Secondary (9th grade to 10th grade)
5. Higher Secondary (11th grade to 12th grade)
The below table depicts type of schools and teachers
and their number from the year2015-2016 to the
year 2020-21
Education
System
Elementary
Education
Primary
School
[Grades 1 -5]
Upper
Primary
School
[Grades 6 - 8]
Secondary
Education
Secondary
[Grades 9 -
10]
Higher
Secondar
[Grades 11
- 12]
National
Type of Schools
Teachers
Year
Govt.
Aided
Pvt
Other
Total
Govt
Aided
Pvt
Other
Total
2015-16
1105223
83729
295335
38058
1522345
4937011
843116
2677111
234681
8691919
72.60%
5.50%
19.40%
2.50%
1522356
0.568
0.097
0.308
0.027
8691922
2016-17
1101032
84458
304050
46068
1535608
4996159
837146
2796424
267174
8896903
71.70%
5.50%
19.80%
3.00%
1535610
0.561
0.094
0.314
0.03
8905811
2017-18
1094349
84180
322692
57679
1558900
4984327
841509
3060876
360647
9247359
70.20%
5.40%
20.70%
3.70%
1558903
0.539
0.091
0.331
0.039
9247361
2018-19
1084149
85305
325710
55836
1551000
4951190
820482
3300793
358371
9430836
69.90%
5.50%
21.00%
3.60%
1551000
0.522
0.087
0.35
0.038
9230839
2019-20
1032779
84431
337726
52769
1507705
4940664
823444
3603778
329377
9697263
68.50%
5.60%
22.40%
3.50%
1507708
0.51
0.085
0.372
0.034
9687577
2020-21
1032249
84511
341064
51310
1509134
4925783
804803
3645855
310285
9686726
68.40%
5.60%
22.60%
3.40%
1509136
0.508
0.083
0.376
0.032
9696425
IJAAR Vol.4 No. 34 ISSN – 2347-7075
Monika Tayade 29
As per the above table we have list of
teachers from the year 2015-16 to 2020-21. The
above table shows numbers of teachers in India in
different categories. There is more number of
government teachers as compare to the number of
teachers in private or aided schools, as there is more
number of government schools as considering other
schools. There have been decreases in number of
teachers in different category since 2015 to 2021.
The number of teachers in government school in
India in the year 2015-16 is 4937011, but if we see
number of teachers in government school from the
academic year 2020-21 it is 4925783, there is
decrease of 11,228 teachers since 5 years. The
numbers teachers in Aided schools have been
decreased since 2015, in the year 2015 the number
of teachers in aided schools were, 843116, and for
the academic year 2021 the number of teachers in
aided schools are 804803, so the decrease in number
of teachers in aided schools were 38313 The number
of teaches in private schools in India in the year
2015-16 was 2677111 as we see there is increase in
number of teachers in private schools in India. For
the academic year 2020-21 the number of teachers
in private schools is 3645855 schools so there is
increase by, 968744. The rise is due to increase in
number of private schools in India.
When we look at the total number of
teachers in government, aided, private schools the
number of teachers in the year 2015-16 was
8691922 and number of teachers in India in for
different schools were 9696425. The increase
number is 1,004,503. But there is decrease in
number of teachers in government schools. We need
to carefully consider why there has been decrease in
number of teachers in government schools.
Recruitment Process:
In most states, the recruitment agency
conduct the entrance examination (teacher eligibility
test (TET) or equivalent), conduct the interviews &
declare the list in order of merit & reservation.
Once the list is prepared, it is then handed to the
concerned department (primary, elementary, or
secondary) & the appointment orders are issued by
0
1000000
2000000
3000000
4000000
5000000
6000000
7000000
8000000
9000000
10000000
2015-16 2016-17 2017-18 2018-19 2019-20 2020-21
Govt
Aided
Pvt
Other
Total
Teachers in different types of schools in India
Government
Aided
Private
Other
Total
2015-16
4937011
843116
2677111
234681
8691919
%
56.80%
9.70%
30.80%
2.70%
8691922
2016-17
4996159
837146
2796424
267174
8896903
%
56.10%
9.40%
31.40%
3.00%
8905811
2017-18
4984327
841509
3060876
360647
9247359
%
53.90%
9.10%
33.10%
3.90%
9247361
2018-19
4951190
820482
3300793
358371
9430836
%
52.20%
8.70%
35.00%
3.80%
9230839
2019-20
4940664
823444
3603778
329377
9697263
%
51.00%
8.50%
37.20%
3.40%
9687577
2020-21
4925783
804803
3645855
310285
9686726
%
50.80%
8.30%
37.60%
3.20%
9696425
IJAAR Vol.4 No. 34 ISSN – 2347-7075
Monika Tayade 30
the competent authority. Depending on the policy of
a given state, the appointing authority communicates
with the selected teachers. CTET – Central Teacher
Eligibility Test to teach in the schools of the central
government. Some government aided and private
schools to give preference to teachers who have
qualified the test. The salary of government school
teachers ranges from 35,000-37,000 to 48,000-
50,000 depending upon the level of class they are
teaching. Salary of contractual teachers ranges from
21,250/-pm to 27,500/- pm, depending upon the
level of class they are teaching.
Minimum Eligibility Criteria for PPRT, PRT,
TGT & PGT:
In the below paragraph details for
recruitment of teachers under various posts are
given it give us fair idea about the post, the classes
they can teach and what are eligibility criteria for
their recruitment
1. PPRT : 10+2 qualification., 1 year Diploma in
ECE/6 month Diploma in ECCE or D.Ed./B.Ed.
from recognized organization or University
2. PRT: Senior Secondary School Certificate with
50% marks or Intermediate with 50% marks or
its equivalent, Pass in the Central Teacher
Eligibility Test (CTET) conducted by the CBSE
OR Teacher Eligibility Test (TET) conducted
by different State Governments, Two years
diploma in education (D.Ed.) or Bachelor in
elementary education (B.EL.Ed.) or JBT.
3. TGT: Four years‟ Integrated degree course of
Regional College of Education of NCERT in
the concerned subject with at least 50% marks
in aggregate OR Bachelor‟s Degree with at least
50% marks in the concerned subjects/
combination of subjects, Pass in the Central
Teacher Eligibility Test (CTET), conducted by
CBSE OR Teacher Eligibility Test (TET)
conducted by different State Governments,
B.Ed. or equivalent degree from a recognized
university.
4. PGT: Two years‟ Integrated Post Graduate
M.Sc. Course of Regional College of Education
of NCERT in the concerned subject; Or Master
Degree from a recognized University with at
least 50%marks in aggregate in the following
subjects, B.Ed. or equivalent degree from a
recognized university
Government teacher Direct recruitment
process is as follow: Appear for CTET/TET when
advertised by the concerning authority. CTET/TET
qualified candidate become eligible to apply for job
openings in the government school. [The CTET or
TET consists of two papers- Paper I & Paper-II.
Candidates willing to teach classes 1 to 5 needs to
appear for Paper-I For classes 6 to 8 candidates need
to appear for Paper-II. If a candidate wants to teach
from classes 1 to 8 then he/she has to appear for
both the examinations]. After qualifying CTET/TET
candidates become eligible to apply at different
government schools as per the advertisement
notification. After application they have to undergo
interview process. Once qualified in interview they
are appointed as teachers. Para teachers or contract
teachers are appointed on a contract basis by the
local body (panchayat or municipal body).
Eligibility requirements differ from one state to the
other. They are not entitled to any welfare or
pension benefits. They are not eligible for
promotion & are appointed for a specific school.
Guest teachers are local resource personnel called
upon by a school to teach as a stop gap arrangement.
There are no norms for such appointments.
Instructors are appointed to conduct classes in
bridge courses and some alternative schools. In the
absence of specified norms and these appointments
are essentially ad hoc and on a fixed term contract.
Government Aided Private School teacher
recruitment process is carried out as follow:
Advertisements are given in leading newspaper for
filling up the current vacancies. Eligibility is same
as the requirement of government school teacher.
Salary depends on the management as government
aided private schools are privately managed.
Recruitments are on temporary basis. Teachers are
made permanent on the basis of their performance &
the number of years in service. The probation period
is three years. Teachers are hired in different
category such as: contract teachers, part time
teachers, subject specific teachers, special education
teachers. Contracts are generally for the period of 11
months once the contract time is over teachers are
removed from the appointment. The expenditure on
teacher‟s salary by some State governments led to
halt on the recruitment of regular teachers
Recruitment of contractual teachers is low cost as
teachers are appointed on one-fourth to one-fifth of
the regular salary.
As we are focusing on three states in India
Delhi, Punjab and Maharashtra it is imperative to
learn about situation of schools, teachers, student,
and pupil teacher ratio among these states. Delhi
government school teachers are recruited on
permanent basis by the Delhi Subordinate Services
Selection Board [DSSSB]. Para teachers/
contractual teachers are recruited as per the
requirement of the schools. The contracts are
usually for 11 months, the teachers have to apply
again and follow same procedure after 11 months
even if the same teacher has to be appointed. Delhi
Subordinate Services Selection Board has been
formed with the purpose of recruiting capable,
competent, highly skilled individuals by the means
of written tests, professional tests & personal
interviews wherever as desired. Punjab Education
Recruitment Board publishes advertisement for the
recruitment of teachers in schools at different level.
Department of School Education: Its working has
IJAAR Vol.4 No. 34 ISSN – 2347-7075
Monika Tayade 31
been associated with recruitment of teachers
Services provided by Department: Recruitment of
qualified teachers and other staff for school,
Training to teachers on various subjects/topics. The
Selection Process of Punjab Education Recruitment
Board includes the following Stages: Written Exam,
Interview (Only for Lecturer Posts), and Document
Verification. Recruitment process in Government
schools in Maharashtra: teachers are recruited
through Pavitra portal in the state. There is halt on
teacher recruitment process as it has been found out
during a survey that there are excess teachers in
government schools in Maharashtra. Recruitment
process in Government aided schools in
Maharashtra: Candidates are appointed as Shikshan
sevak in government aided schools. New teachers
seeking employment in government aided schools
have to work as Shikshan Sevak for three years.
Their salary is fixed for the entire three-year tenure
and depends at the level they teach. A Shikshan
Sevak in primary class gets around Rs 5000 per
month in secondary Rs 7000 & at the senior most
level approximately Rs 9000 per month. Shikshan
sevak should be hired on permanent basis once their
three year tenure is over. After three years they are
absorbed on permanent basis and get: 34500 – 1,
50,000
Conclusion:
The Global Monitoring Report on
“Education for All” (2013–14) reports that children
are not reaching the minimum standard of learning.
The learning level of the disadvantaged group is at
greater risk. There is need to improve quality of the
teaching learning process and subsequently the
quality of learning depends on the quality of the
teaching & quality teaching can be successfully
conducted by the quality teachers. There is need to
recruit teachers so as to improve the learning.
Teachers need to effective & be able to motivate the
students to learn, government need to ensure that the
teachers have the require skills & expertise in their
profession unless we cannot think of leaning among
the students. In India focus is not yet given on the
quality of teachers & their classroom teaching. The
Right to Education (RTE) Act 2009 have outlined
the teacher-student ratios & teacher qualifications,
& issued guidelines on the factors necessary for
making an environment conducive for teaching &
learning.
References:-
1. Desu, M., & Raghavrao, D. (1998). Sample size
Methodology. London: Academic Press
Limited.
2. Gudi, S., & Paradkar, P. (2018, July-Sept.).
USERS‟ SATISFACTION WITH LIBRARY
RESOURCES: A SURVEY OF
ENGINEERING COLLEGE LIBRARIES,
PUNE, INDIA. JOURNAL OF INDIAN
LIBRARY ASSOCIATION, 54(3), 135-142.
3. https://dictionary.cambridge.org/dictionary/eng
lish/user. (n.d.). Retrieved October 10, 2022,
from
https://dictionary.cambridge.org/dictionary/engl
ish/:
https://dictionary.cambridge.org/dictionary/engl
ish/
4. https://unigug.ac.in/. (2012). Retrieved October
10, 2022, from https://unigug.ac.in/index.php:
https://unigug.ac.in
5. https://www.oxfordlearnersdictionaries.com.
(n.d.).
https://www.oxfordlearnersdictionaries.com/def
inition/american_english/satisfaction. Retrieved
October 10, 2022, from
https://www.oxfordlearnersdictionaries.com.
6. Laskar, P., & Dasgupta, P. (2022). Investigation
of Undergraduate's Information Needs,
Information Seeking Behaviour and Satisfaction
with Library Resources and Services: A survey
on Maharaja Bir Bikram College, Tripura,
India. Library Philosophy and Practice, 1-21.
7. Ms.S.Vijeyaluxmy. (2015). STUDENTS
SATISFACTION WITH LIBRARY
SERVICES IN AN ACADEMIC LIBRARY:
SPECIALREFERENCE TO TRINCOMALEE.
5th International Symposium 2015, IntSym
2015, Seusl (pp. 107-116). Shrilanka: South
Eastern University of Sri- Lanka, Oluvil, Sri-
Lanka.
8. Pereware, A. T., & Benedict, A. A. (2016).
Users` Satisfaction with Library Information
Resources and. Journal of Education and
Practice, 7(16), 6.
9. Valarie A., Z., & Bitner, M. (2010). Services
Marketing: Integrating Customer Service
Across the Firm. UK: McGraw-Hill Education
(UK).
10. Wakude, S. N., & Nikose, D. M. (2021,
November). Study of LMS and ICT based
Library Services in Grant-in-Aid Colleges
Affiliated to Gondwana University, Gadchiroli
(MS). THE JOURNAL OF ORIENTAL
RESEARCH MADRAS, 24-30.
