Working Conditions  and Climate Among School Teachers in Rural Odisha

The purpose of this paper is to explore the various factors which pose a challenge for the elementary school teachers from rural Cuttack District, Odisha, India which in turn are relevant for educational policy and practice. The research identifies serious concerns such as poor infrastructural support, lack of requisite teaching materials, and unfavorable social and economic conditions that stymie productive teaching and learning. It notes the adverse impact of the large population of students per teacher and the absence of continuous professional growth, leading to teacher seclusion from collaborators and a lack of advanced strategies for teaching. In addition, the paper explores the effects of socio-cultural factors, such as gender and economic conditions, on student enrollment and retention, and in turn, the teacher satisfaction with the job. The findings justify the formulation of policy responses that are within the context of the specialist teacher needs in terms of, retention and support for their professional development in a rural setting. This review assists in filling in the gaps in understanding the deeper issues that affect education in rural Odisha to inform practice and policymaking for better educational improvement.