First, interviews with teachers in several countries over the past 15 years show that different salaries for equal work irritate those appointed by contract. In many countries, contract teachers are even paid less than the monthly minimum wages of unskilled workers. Teachers feel that their social status has declined over the past three decades. Ramachandran et al.s study in 2018, which examined the working conditions of teachers in 9 countries than in countries like Uttar Pradesh, many primary school teachers earn a meagre amount of INR 3,500 per month. The highest salary is INR 28,000 per month obtained by primary school teachers in Punjab. Similarly, the salaries of secondary teachers range from INR 5300 to INR 31,500 per month. This is a fraction of what ordinary teachers are paid. Fourth, the appointment of contract teachers is highly politicized. Sharma and Ramachandran explain in their 2009 study: “An important aspect of recruiting contract teachers instead of regular teachers was the hope that locally recruited teachers could be more easily held accountable by the local government and local community compared to a remote bureaucrat who sits in the capital of the Land or neighbourhood group. However, over the years, there have been cases in many countries where local elites assign teaching jobs to individuals who have destroyed the goals of responsibility from the beginning. Second, contract teachers are not regularly trained in teaching, especially when they have a renewed contract each year. While the majority of contract teachers can meet the initial qualifications required by The National Teacher Training Council (NCTE) standards, they are often excluded from training courses that are essential to improve teachers` professional skills and provide quality training.
India`s Constitution guarantees the right to equality and the right to equal pay for equal work. A review of education policy in India since the 1950s shows that there is no political recommendation for recruiting teachers with different employment conditions. However, since the mid-1990s, several national governments have appointed “regular teachers” and “contract or paramediat masters” across the country. Fifth, most administrators agree that the management of multiple teachers is problematic. Different jurisdictions involve different frameworks, often resulting in complications and confusion that result in administrative delays and the burden of legal proceedings for the Ministry of Education. There have been several reports of teachers hired in countries such as Bihar Punjab and Haryana without checking their qualifications, or those with wrong degrees. In their 2016 study, Beteille and Ramachandran point out that there is widespread corruption in the appointment and regularization of contract teachers. During their 2016 study, Beteille and Ramachandran focused on the two most important themes: the erosion of the status of teachers in society and the education system, considered the “lowest level” of bureaucracy, and the aversion of young people to enter the profession because salaries are low. A more persuasive argument for regularising and rebuilding the head of teachers is related to the impact on the profession and the quality of teaching. Today, diversity in classrooms has increased and most public schools are caring for children from poor families and backward communities.