Authors: Mr. Aakash Kumar, Dr. Pratibha Sagar
Abstract: Primary teachers form the foundation of India’s educational system and play a central role in shaping the intellectual and moral development of children. As India advances toward educational reform under the National Education Policy (NEP) 2020, increasing attention is being given to learning outcomes and institutional transformation. However, the well-being of teachers remains a crucial yet insufficiently explored dimension of educational quality. Job satisfaction and quality of life are deeply interconnected constructs that influence teacher effectiveness, retention, and student success. In the Indian context, primary teachers work within complex socio-economic and cultural environments characterized by regional disparities, administrative burdens, gender expectations, and varying institutional structures. This paper examines the determinants of job satisfaction and quality of life among Indian primary teachers by integrating psychological theories, sociological insights, and empirical research. It analyzes the influence of salary structures, job security, school climate, professional development, workload, infrastructure, gender roles, and post-pandemic transformations. The paper argues that enhancing teacher well-being is not merely a welfare concern but a strategic necessity for strengthening India’s foundational education system. By situating teacher well-being within broader policy and socio-cultural frameworks, the study underscores its centrality to sustainable educational reform. It concludes that long-term improvements in learning outcomes are inseparable from investments in the professional and personal well-being of teachers.
DOI: https://doi.org/10.5281/zenodo.19511023
