The implications of contract teaching in India: A review

Chandra, Madhur

doi:10.1177/1478210314567288

Cited by 10 publications

(4 citation statements)

References 19 publications

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“…Nevertheless, when teachers are more worried about security and survival, the "lower-order" needs in Maslow's hierarchy of needs, it is difficult for them to progress towards satisfaction of "higher-order" needs such as a sense of efficacy and professional development (Chandra, 2015). It can be demoralizing for teachers to devote a disproportionate amount of time and energy to non-teaching tasks (Tsang and Liu, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, absenteeism among contract teachers has been found to be as high as that among regular teachers Kremer et al, 2005. While contract teachers may perform better in their first year of employment, their performance may decline in the second year of employment (Goyal and Pandey, 2013). In addition to these studies, scholars have argued for a long time that the low salary, coupled with the contractual nature of the job, is the main contributor to dissatisfaction and lack of motivation among contract teachers and thus, the policy is at best a stopgap measure (Kaushik et al, 2009;Chudgar et al, 2014;Chandra, 2015).…”

Section: The Effectiveness Of Contract Teacher Recruitment Policymentioning

confidence: 99%

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

Apat

swain²

2023

Front. Educ.

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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.

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Section: Discussionmentioning

confidence: 99%

Section: The Effectiveness Of Contract Teacher Recruitment Policymentioning

confidence: 99%

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

Apat

swain²

2023

Front. Educ.

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“…It is often argued that to promote effective learning, students must know the target of their learning, make comparison between their current level understanding and the learning standards/targets, and proceed task that close the earning gaps (Sadler,1989;Chandra, 2015;Assauri et al, 2022). Feedback by teachers and learners' self-monitoring play the main rolein this process, and the goal of education should be to assist them to become progressively moreindependent from teacher feedback and more reliant on self-monitoring.With regards to the use of contract learning as a strategy approach, most of the respondents in this study (15 of 21) expressed favorable opinions regarding adoption of contract learning in the instructional process.…”

Section: Difference In the Performance Before And After Contract Lear...mentioning

confidence: 99%

“…One of the principal features of contract learning is the availability of a wide range of opportunity. It provides for personalized and dedicated one-on-one meeting with the teacher (Fadli et al, 2022;Fatiani et al, 2021;Chandra, 2015). In fact, 14 of 21 participants, who had responded to the questionabout feedback, had a positive opinion and experience about the meetings and asserted the meetings were encouraging.…”

Section: Students' Perception Of the Question Items And Diagnostic Fe...mentioning

confidence: 99%

Contract Learning as Individualized Instructional Strategies in Improving Students’ Performance in Academic Writing Courses

Sumarsono¹,

Permana²

2023

JOLLT

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The use of contract learning is essential to involve students actively in the classroom activities and to facilitate teachers’ control and flexibility in the teaching and learning process, while letting students to work on activities independently. Therefore, this research is aimed at 1) revealing out whether or not contract learning instruction has a significant difference in the students’ academic writing performance; 2) describing to what extent the contract learning promotes students’ learning and autonomy; and 3) elaborating how the students perceive the diagnostic and feedback phases of individualized strategy as embedded in the contract learning. This study is mixed method interventional research design because the data are obtained from quantitative and qualitative. The participants of the study was the year 3 students of English Department at Mandalika University of Education consisting of 21 students. The instruments used in collecting the data are diagnostic test of academic writing performance, contract form, and questionnaires. The quantitative data are analyzed through the inferential paired t-test. Meanwhile, the qualitative data of each individual’s response to each item on the questionnaire are broken down according to the responses to each question, and the responses are compared, contrasted, and explored to find patterns and themes. The results revealed that 1) contract learning has affected positively students’ learning and performance in academic writing, 2) contract learning brings positive improvement on academic writing performance and 3) positive perception towards the application of contract learning was shown by the students as it provided self-study materials and multiple types of feedback from the the lecturer. This implies that students may benefit from multiple types of feedback and that instructors’ expertise in effective feedback delivery is of paramount importance.

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Looking Beyond Borders: Scholarship of Teacher Education

Hamilton

Loughran

2016

International Handbook of Teacher Education

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The implications of contract teaching in India: A review

Cited by 10 publications

References 19 publications

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

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

Contract Learning as Individualized Instructional Strategies in Improving Students’ Performance in Academic Writing Courses

Looking Beyond Borders: Scholarship of Teacher Education

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