Distribute two into eight equal parts, which is a possible math unless we are talking about dividing the attention and efforts of two teachers in managing eight classes. Imagine a school where two teachers manage eight classes, handle administrative work, and ensure discipline—all while striving to provide quality education. This is the reality I have seen in some government middle schools (Grades 1-8) in Padma Block of Hazaribagh where I am placed as part of Teamlease Foundation’s Localised TLMs (Teaching Learning Materials) project. This is a summary of my conversations with the teachers of such a school in Garhwa, where two teachers have been the only staff since 2019 and this is a situation in many of the government schools in Jharkhand.
Amidst the prevalent perception of government teachers as lacking motivation and commitment to their responsibilities as the cause of current state of education in the state, this case study might shine a light on resilience, innovation, and an unwavering commitment to education from the teachers in solving this impossible math in resource—and staff-constrained government schools.
A School With Just Two Teachers
UMS Garwa once had five teachers, but over time, three left—two were transferred, and one retired. The teachers shared that, since 2019, no replacements have arrived due to a Court case halting new teacher appointments and the policy block in hiring para-teachers since 2013. The school also lacks non-teaching staff, leaving the two teachers responsible for everything from classroom instruction to administrative duties. Their reality is challenging and the teacher can’t even take leaves because there is no one to cover their absence.
Managing a School Without Subject Experts
Another recurring challenge across government schools of the region which also exists in UMS Garwa is that teachers come from an arts background, yet they teach all subjects, including mathematics and science. To ensure they can teach effectively, the teachers here prepare lessons at home before delivering them in class. Given the shortage of educators, they have devised a system where the school is divided into three learning groups:
- Group 1: Grades 6, 7, and 8
- Group 2: Grades 4 and 5
- Group 3: Grades 1, 2, and 3
Each group sits in a classroom, and the teachers alternate between them. While one group receives direct instruction, the other is given problems and activities to solve on the blackboard. This ensures that no child leaves school without learning something each day. This grouping system has been observed in other schools with teacher shortages in the region as a way to ensure learning and discipline.
Balancing Academics and Administration
With only two teachers, organizing exams is a major challenge. During the recent summative exam, the schools were not provided with printed question papers. The higher-grade students were given the teacher’s phone to copy questions onto the blackboard. Meanwhile, the teachers supervised multiple classrooms by continuously moving between them. This improvisation, though far from ideal, was the only way to ensure that exams took place despite the impossible logistics.
Balancing teaching and administration is another challenge. Without dedicated office staff, the teachers divide administrative responsibilities based on mutual understanding. At present the teachers are occupied with APAAR (Automated Permanent Academic Account Registry) registration, child census and board exam registration tasks. Despite these responsibilities, their priority remains teaching. They follow the mindset: “Focus on teaching first, then handle office work.”
Student Leadership and Discipline
Maintaining discipline in a school with limited staff is difficult, but the teachers have empowered students to help. A Bal Sadass (student body) and student ministers oversee discipline, ensuring smooth school operations. Daily morning assemblies further instill a sense of order and routine, featuring activities like news reading, Thought of the day and a quiz session.
At times when one of the teachers is absent or the teachers are occupied with unavoidable administrative tasks, the student of higher grades takes leadership in handling the lessons for smaller class groups.
Ensuring Holistic Development
Despite the odds, the school promotes a well-rounded education. Weekly activities include:
- Two physical training (PT) hours
- Two exercise hours
- One gardening hour
- Daily sports and games after meals
The school is also divided into four houses, encouraging teamwork and a competitive spirit. On important days like Constitution Day, Independence Day, and Republic Day, students brainstorm activities and artistic creations to celebrate.
Leveraging Limited Resources
The school has a TV provided by the Sampark Foundation, preloaded with educational content, which is helpful in engaging the children without requiring the presence of teacher, but the frequent power cuts bring a challenge here. The school also has government-provided TLMs such as flashcards for numeracy and basic math activities, which help younger students grasp fundamental concepts. American India Foundation and Teamlease Foundation are one of the few NGO’s working in the school in promoting localized Zero cost TLMs which could bring relief to the teachers by promoting self learning and engagement for the children by taping into the curiosity and interest in hands-on activities. The teachers also shared that the school-based interventions from NGOs, government and stakeholders often fail to have the intended impact and end up being an additional burden to teachers due to a acute shortage of staff for follow ups.
While discussing the possibility of parental involvement in improving the learning outcomes of the children, one key observation made by the teachers is the impact of parental involvement on student performance. “Children with educated parents tend to perform better academically and Children from illiterate households struggle due to a lack of home support.” As the majority of the children have both their parents working full day for their day-to-day sustenance, it is too much to expect an active parental or community involvement in the school.
This highlights a broader issue: while private schools thrive due to the perception of better education and active parental involvement, government schools often suffer from low parental engagement in their children’s learning. Also, the declining student numbers are a kind of vicious cycle in schools: the lack of teachers makes the children shift to private schools, and declining pupil numbers limit the possibility of getting more teachers. In the end, the children whose parents are unable to get children to private schools remain in the government schools, with the government schools offering the bare minimum of mid-day meals and safety for their children, when they go for work. This also raises the issue of class disparity in access to quality education, which is another issue that needs greater attention.
A Teacher’s Perspective: Making the Best of What They Have
One of the teachers, who has been at the school for 15 years, shared, “The circumstances may limit me from giving 100 per cent to the children, but I try to do at least 50 per cent.”
The teachers shared they tried to make the best use of the available resources, including actively participating in Gurugoshti (monthly block-level teacher meetings) to learn from best practices in other schools, utilizing the resources provided by external stakeholders and promoting student leadership . The teachers mindset is clear, “if a person wants, where there is a problem, there is a solution. Instead of using challenges as excuses, these teachers try to push forward, doing the best they can with what they have.
Conclusion: Fighting Against the Odds
This two-teacher school is a symbol of resilience, dedication and the power of innovation in the face of adversity. While systemic challenges persist—lack of staff, outdated resources, and minimal government intervention—these teachers remain committed to their students. They are proof that even in the most challenging environments, learning can continue, provided there is passion and determination.
Their story is not just about barely solving the impossible math of managing a school with two teachers. It is also a call to attention towards the critical teacher shortage issues in schools of the state and lack of immediate policy focus towards this issue.
