Challenges in the Recruitment and Retention of Urdu Language Teachers in Public and Private Schools in Punjab, Pakistan

Abstract

This study examines the recruitment and retention of qualified Urdu language teachers in Punjab’s public and private schools, focusing on the challenges and disparities between the two sectors. Despite Urdu’s significance as Pakistan’s national language, the teaching of Urdu in Punjab faces systemic issues, including a shortage of qualified teachers, inconsistent recruitment policies, and socio-cultural barriers. Data from various sources reveal that both public and private schools are grappling with teacher shortages, with rural areas being particularly affected. While the public sector faces challenges such as bureaucratic inefficiencies and inadequate teacher training, private schools prioritize English-medium instruction, leading to fewer opportunities for Urdu teachers. Gender disparities and socio-economic factors further complicate the recruitment and retention of teachers, especially in rural regions. The study highlights the need for comprehensive policy reforms that address teacher training, salary disparities, job security, and gender-related barriers to ensure the effective teaching and preservation of Urdu. The findings offer valuable insights for policymakers and educators to develop strategies for improving Urdu language education in Punjab and beyond.