Uncovering gender bias and exploitation in private schools
In Jammu and Kashmir, where education is considered a key pillar for progress and development, a silent crisis is brewing within the private school sector. Despite the increasing number of highly qualified women entering the teaching profession, private schools continue to recruit them at significantly lower wages. This trend, driven by a mix of economic motivations and gender bias, raises serious concerns about the future of education, fairness, and dignity in the region.
While this growing presence of women in education might appear empowering on the surface, the reasons behind it point to a deeper, more complex story. Despite their central role in shaping young minds, these educators are often paid less than a day labourer’s wage, sometimes as low as Rs 3,000 to Rs 7,000 per month.
A Qualified Workforce, Underpaid and Overlooked
Jammu and Kashmir has no shortage of educated women who are eager to make a difference in the lives of students. Many hold postgraduate degrees, B.Ed. qualifications, and years of teaching experience. Yet, private schools—ranging from small local institutions to reputed English-medium chains—routinely offer them salaries that fall below even the minimum wage standards.
This mindset is rooted in outdated stereotypes—that women are not primary earners, that they are more “obedient,” and that teaching is just a part-time pursuit for them. These assumptions diminish both their hard work and their professional identity.
Gender Bias and Economic Exploitation
On the surface, this appears to be a step toward gender inclusivity. However, the reality beneath this pattern reveals a more troubling picture: these women are not prioritised because of their qualifications or teaching ability, but rather because they are willing—or forced—to work for low pay.
Additionally, the lack of bargaining power further traps women teachers in these low-paying jobs. Fear of job loss, limited alternatives in the region, and the social prestige associated with teaching at a “prestigious” school deter many from speaking out.
Exploitation in the Name of Opportunity
For many women in J&K, teaching is seen as a respectable and stable career path. But the oversupply of candidates, limited employment opportunities, and societal expectations around gender roles have created a fertile ground for exploitation.
Many women fear they will lose their jobs if they speak out about unfair wages. Some are even asked to sign blank salary slips or avoid discussing pay with colleagues. This culture of silence enables the system to continue unchallenged.
Few professional opportunities, especially in smaller towns and rural areas. With limited alternatives and social pressure to stay employed in “respectable” jobs, many women are forced to accept substandard salaries just to remain in the workforce.
Lack of Regulation and Accountability
Unlike government schools, which have fixed pay structures and job protections, private schools operate with little oversight in matters of recruitment, salaries, and working conditions. While the Jammu and Kashmir School Education Department mandates certain minimum requirements for school infrastructure and teacher qualifications, there is no effective mechanism in place to enforce fair wages in private institutions.
There are no binding salary norms for private school teachers, and inspections rarely focus on employment practices. This absence of oversight allows school owners to pay what they wish, with little fear of consequences.
The Cost of Silence
The underpayment of women teachers doesn’t just harm individuals—it also degrades the quality of education itself. When teachers are undervalued, morale plummets, turnover increases, and the incentive to innovate or invest in professional development diminishes. Students, in turn, receive a less rewarding educational experience.
Moreover, the message it sends to future generations is dangerous: that qualifications, skills, abilities and dedication are not enough, especially if you are a woman.
The Stereotypes Behind the Strategy
Several harmful assumptions fuel this bias:
- “Women don’t need to earn much”: There’s a common belief that women, particularly married women, are not the primary breadwinners in their households. This outdated view is used to justify offering them lower salaries.
- “Women are more obedient and manageable”: Some school owners prefer hiring women based on the stereotype that they are less likely to protest, unionise, or challenge poor working conditions.
- “They add to the school’s image”: In many cases, women teachers are seen as having more ‘presentable’ or nurturing—traits that are used to market the school to parents, without offering the same professional respect in return.
Toward Equity and Recognition
“It’s time to recognise and respect the women who educate generations, not just hire them cheaply”
To address this injustice, several steps must be taken:
- Transparency in Hiring and Pay Practices: Schools must be required to disclose salary structures and ensure equitable pay regardless of gender.
- Support for Women Teachers: Teacher unions and advocacy groups must highlight the issue and support affected educators in voicing their concerns without fear of retaliation.
- Awareness and Public Pressure: Parents, students, and communities can play a role by demanding fair treatment for teachers and choosing institutions that uphold ethical employment practices.
- Unionisation and Collective Bargaining: Teachers should be encouraged to form associations to collectively negotiate better pay and working conditions.
- Monitoring and Grievance Mechanisms: A dedicated body should be established within the Education Department to monitor employment practices and allow teachers to report exploitation confidentially.
Conclusion
Jammu and Kashmir’s women teachers deserve dignity, respect, and fair compensation for their crucial role in shaping the next generation. The low wages offered to them in private schools are not only an economic injustice but also a violation of the very principles education is meant to uphold. If we truly want to build an equitable and quality-driven education system, we must start by valuing those who stand at the heart of it: our teachers.
Kaisar Mushtaq
ka*************@***il.com