Srinagar,: Nearly 15,000 teaching posts remain vacant in Jammu and Kashmir’s government school system, raising concerns about classroom strength and quality of education, particularly in remote areas.
The government informed the Legislative Assembly earlier this year that 12,977 teacher posts were vacant across the Union Territory. When 1,946 vacant Master posts are included, the total shortage rises to 14,923 teaching positions.
According to official figures, 7,985 teacher vacancies are in Jammu Division and 4,992 in Kashmir Division.
Among Kashmir districts, Anantnag reported the highest number of teacher vacancies at 1,016, followed by Budgam (797), Pulwama (764) and Kupwara (621). In Jammu Division, Rajouri topped the list with 1,416 vacancies, followed by Kathua (1,332) and Jammu district (1,234).
The staffing shortfall assumes greater significance in light of the latest NITI Aayog report, which identified 1,371 single-teacher schools in Jammu and Kashmir with a combined enrolment of 32,303 students. The report also recorded 146 schools with zero enrolment.
Education experts have long argued that single-teacher schools face significant challenges, as one teacher is often required to handle multiple grades while simultaneously managing administrative responsibilities.
The government has clarified that not all vacancies are immediately recruitable, as some posts are frozen or linked to cadre restructuring and the absorption of regularised Rehbar-e-Taleem teachers.
It has also initiated steps to address the shortage. Promotional vacancies for 1,946 Master posts are being processed, while 594 Lecturer posts have been referred to the Jammu and Kashmir Public Service Commission for recruitment.
In June, the Directorate of School Education Kashmir submitted a proposal seeking de-freezing of 5,367 General Line Teacher posts for fresh recruitment.
The teacher shortage comes at a time when J&K continues to lag behind national averages in learning outcomes. According to NITI Aayog, the Union Territory scored 46 per cent in Language, 39 per cent in Mathematics and 41 per cent in The World Around Us in PARAKH 2024.
The figures underline the challenge before the School Education Department to ensure that teachers are deployed where they are most needed, particularly in schools serving remote and underserved communities.
