Archive · 26 Jun 2025
New Book Examines Identity of Delhi Government School Teachers
Being a teacher in Delhi's government schools means much more than just teaching.
Teachers start out excited about helping kids, but sometimes they get bogged down in paperwork and other tasks.
A new book looks at how teachers feel about their jobs, what motivates them, and how the system shapes their experiences.
Many teachers love teaching, but also value the security and prestige of a government job.
Over time, they may feel less like teachers and more like administrators due to the non-teaching duties.
The rules were supposed to help teachers focus on teaching, but it hasn't quite worked out that way.
Yamini Aiyar's book examines Delhi government school teachers' professional identity.
Teachers are initially motivated by a love of teaching and social contribution.
A government job's security and status are crucial for teacher motivations.
Administrative duties detract from teaching, leading to feelings of disempowerment.
The Right to Education Act aimed to limit non-teaching tasks, but it's not fully achieved.
- Who
- Delhi government school teachers; Yamini Aiyar, the author of the book.
- What
- An exploration of the professional identity of Delhi government school teachers and the factors shaping it.
- When
- The study was conducted in the summer of 2018; the Right to Education Act was passed in 2010.
- Where
- Delhi, India.
- Why
- To understand the motivations, experiences, and challenges of teachers in the government school system.
Teachers' Perspective
Systemic Challenges
Motivation Over Time
Teachers' Perspective
Teachers initially have high aspirations and a desire to improve education.
Systemic Challenges
Systemic issues and administrative duties diminish enthusiasm and cause disempowerment.
Role Perception
Teachers' Perspective
Teachers value their role and the ability to shape their students' futures.
Systemic Challenges
Teachers are often seen as administrators, not educators, due to excessive paperwork and non-teaching tasks.
- Survey Year
- 2018
- Teachers Surveyed
- 200
- Primary Motivation (teachers)
- Love of teaching
- Percentage of teachers motivated by intrinsic factors
- 63%
- Teachers previously in private schools
- 38%
- Non-teaching time (World Bank Study)
- 13-19% of school calendar days