In the classrooms of Jammu and Kashmir’s higher education institutions, thousands of educated, experienced, and committed contractual teachers continue to serve under conditions of extreme uncertainty. These teachers, many of whom hold PhDs and have cleared competitive national eligibility tests, are engaged year after year on short-term contracts. Their appointments are often renewed semester-wise or annually, keeping them in a cycle of professional limbo. Despite playing a vital role in delivering college education across the Union Territory, their contributions remain undervalued by the system they loyally serve.

Over the years, these teachers have filled the vacuum created by unfilled permanent posts, shouldering equal academic responsibilities with fewer rights and significantly lower pay. Their work is indispensable, but their status is temporary. They are not entitled to regular salary structures, social security benefits, or long-term academic planning privileges. Their engagement is subject to arbitrary renewals, with no clarity on their future or recognition for past service.
Adding to the sense of betrayal are the broken promises made by political figures and administrative heads. Political leaders have, in various public forums, assured regularization and fair treatment of these teachers. However, no policy initiative has materialized to address their longstanding issues. These empty promises have only intensified the frustration and despair within the teaching community. What is being witnessed is not merely administrative apathy but a systemic disregard for academic labour.
The Indian Constitution, though not providing an explicit guarantee of employment, offers a moral and legal framework that these teachers believe is being violated. Article 14 ensures equality before the law and prohibits discrimination. Yet, contractual teachers doing the same work as their permanent colleagues continue to be treated unequally. Article 16 talks about equality of opportunity in matters of public employment, which these educators are denied, despite years of service and experience. Furthermore, the Directive Principles of State Policy — particularly Articles 39 and 41 — call upon the state to ensure the right to work and adequate means of livelihood. The continued exploitation of qualified teachers on temporary contracts clearly undermines these constitutional values.
The negative effects of this prolonged career instability are wide-ranging and deeply damaging. Economically, these teachers live under constant stress. Their salaries, often much lower than those of permanent teachers, are not only meagre but frequently delayed. Many contractual educators go unpaid for months at a time, forcing them to borrow money, cut down on basic needs, or seek part-time work just to survive. Without any provision for provident fund, pension, health insurance, or even maternity leave, they face total financial insecurity. Their status as temporary employees also disqualifies them from availing bank loans, home mortgages, or education loans for their children. Even planning for future life events such as marriage, home ownership, or old age becomes impossible under such economic instability.
The psychological burden is no less serious. Constant fear of contract termination, year-to-year unpredictability, and lack of institutional respect lead to high levels of stress, anxiety, and depression. These teachers work with full sincerity and commitment, yet their position in the institution remains unacknowledged. This feeling of being undervalued erodes their self-confidence and leads to emotional burnout. The lack of a stable identity within the academic community also creates a sense of alienation and helplessness.
On a professional front, career instability prevents growth and innovation. Temporary teachers often shy away from investing in research, curriculum planning, or long-term academic projects because they are unsure of whether they will be retained for the next academic session. Opportunities for research grants, academic conferences, or publications are often denied to them due to their non-permanent status. The years they spend teaching are often not counted when applying for permanent posts, thereby penalizing their commitment. This leads to stagnation, where their qualifications and experience are effectively wasted.
The instability also has serious social repercussions. Many teachers are unable to start families or provide stability to their children due to their precarious incomes. Strained family dynamics, disrupted social lives, and feelings of inferiority in peer circles are all common. The community begins to see them as “failed professionals,” despite their qualifications, simply because they do not have a permanent government job — a benchmark for social respectability in many parts of India.
Moreover, the consequences are not limited to the teachers alone. The larger education system also suffers. A teacher who does not know whether they will have a job next semester cannot be expected to fully engage with students or commit to long-term academic goals. Students lose the opportunity to learn from consistent mentors. Institutional planning, academic continuity, and the overall educational experience deteriorate when teachers are frequently rotated or replaced. The result is a diluted quality of education — an outcome that ultimately harms the students and the reputation of the institutions involved.
The situation calls for an urgent and compassionate policy response. Jammu and Kashmir must not lag behind other Indian states that have formulated regularization policies for long-serving contractual staff. It is imperative to implement a clear, transparent, and fair framework that recognizes the experience and qualifications of contractual teachers. This should include regular monthly salaries in accordance with UGC norms, access to social security and medical benefits, and consideration for regularization after a fixed number of years of service. Contracts should be renewed on time, and delays in salary disbursement must be eliminated.
Education is the cornerstone of societal development, and teachers are its foundation. When the teachers themselves are unstable, insecure, and underappreciated, the entire educational structure is weakened. The contractual college teachers of Jammu and Kashmir are not seeking charity — they are demanding justice, dignity, and recognition. Their voices must be heard, not just for their own welfare but for the future of the students they teach and the society they serve.

Email:----------------------- showkatmohammad111@gmail.com