TISS Teacher Shortage Survey: Maths & Science Teacher Shortage in India

TISS Teacher Shortage Survey: Maths & Science Teacher Shortage in India

The TISS Teacher Shortage Survey has brought attention to a subject-wise gap in India’s school education system. A recent TISS study covering schools across 10 states found that many schools need teachers for key academic subjects, with Mathematics and Science recording the highest reported requirement. The findings also point to differences in teacher availability between government and private schools and highlight concerns about whether teachers are teaching subjects that match their academic background.

The study covers Maharashtra, Uttar Pradesh, Karnataka, Telangana, Assam, Bihar, Chhattisgarh, Punjab, Odisha and Mizoram. TISS used field data from 499 schools, along with national education and workforce datasets, to examine teacher availability, recruitment and deployment.

Key Highlights

Mathematics and Science recorded the highest teacher requirement at 35%.
English followed at 31%, while regional languages stood at 30%.
Only 51% of Mathematics teachers had studied Mathematics at the undergraduate level.
Around 33% of government schools reported staffing challenges.
Private schools reported faster recruitment but higher teacher turnover, particularly in rural areas.

Also Read: Odisha Teacher Recruitment 2026: 45,000 Teaching Posts in 3 Years

What Does the TISS Teacher Shortage Survey Show?

The latest findings show that schools do not simply need more teachers; they also need teachers with the appropriate subject background. Mathematics and Science emerged as the subjects with the highest reported requirement.

The pattern matters because students rely on subject-specialist teachers for concepts that require strong academic understanding. When schools cannot fill these positions, they may have to distribute teaching responsibilities among available staff.

The findings also continue a trend identified in earlier TISS research. The 2023 TISS report found that 55% of Mathematics teaching cases in government schools and 50% in private schools involved teachers who had not studied Mathematics during graduation.

Mathematics and Science Need Special Attention

The TISS Teacher Shortage Survey shows why subject-wise teacher planning matters. Mathematics and Science require teachers who can explain concepts clearly and connect classroom learning with practical examples.

Some important points include:

Mathematics and Science recorded a combined reported requirement of 35%.
Mathematics also showed a notable mismatch between teachers’ academic background and the subject they taught.
Schools need to consider subject specialisation while making recruitment and deployment decisions.
Rural schools may require additional planning to maintain subject-wise teacher availability.

Earlier TISS research also found teacher requirements across Mathematics, English, Science and other subjects, particularly at the primary and composite school levels.

Government and Private Schools Face Different Challenges

The TISS Teacher Shortage Survey also highlights differences in how government and private schools manage teacher requirements.

Government schools reported challenges linked to recruitment and staffing. Private schools, on the other hand, generally recruited teachers faster but faced greater teacher turnover, especially in rural locations.

This suggests that increasing teacher numbers alone may not solve the problem. Schools also need a system that ensures teachers remain available where students need them most.

India Has More Teachers, But Distribution Matters

National data presents another important part of the picture. According to UDISE+ 2024-25, India’s total number of teachers crossed one crore, reaching 1,01,22,420. The Ministry of Education also reported improvements in pupil-teacher ratios across school stages.

This means the current challenge is not simply about the total teacher workforce. Policymakers also need to focus on:

Subject-wise teacher availability.
Recruitment timelines.
Teacher deployment.
Rural and urban distribution.
Matching academic qualifications with teaching subjects.
Professional development.

What Can Be Done?

The TISS Teacher Shortage Survey points towards the need for better planning at both state and school levels. Education authorities can regularly assess subject-wise requirements instead of relying only on overall teacher numbers.

Schools can also improve deployment by matching teachers with their academic specialisation. Faster recruitment can help reduce the time students spend without dedicated teachers for important subjects.

At the same time, teacher development programmes can help existing teachers strengthen their subject knowledge and classroom practices.

Conclusion

The TISS Teacher Shortage Survey shows that India’s school education system needs a more targeted approach to teacher recruitment and deployment. While the overall number of teachers has crossed one crore, Mathematics and Science continue to require focused attention in many schools. Better subject-wise planning, timely recruitment and stronger alignment between teachers’ academic backgrounds and the subjects they teach can help schools provide more consistent learning opportunities for students.