Md. Abdullah :
Education is the backbone of a nation, and teachers are often called the backbone of the education system. Primary school is where our formal education begins, and the quality of that beginning depends heavily on the teachers who guide children in those earliest years.
These teachers are not simply conveyors of information; they shape attitudes toward learning, instill discipline, and nurture confidence in young minds. In rural areas, they are often the first institutional figures in a child’s life, bridging the gap between family and society.
Weak support for primary teachers therefore carries profound consequences for the education system as a whole, as poor foundations ripple through later stages of schooling
Yet despite their importance, primary school teachers in Bangladesh remain among the most neglected in the education system.
Head teachers of government primary schools recently saw their pay scale upgraded to grade 10, from grades 11 (for trained teachers) and 12 (for untrained teachers), a modest but overdue reform. Assistant teachers, who form the bulk of the workforce, currently receive salaries in grade 13, though discussions are underway to upgrade their pay scale.
Even with these changes, salaries remain inadequate relative to responsibilities and living costs. The problem goes beyond pay, as career advancement opportunities are limited, training provision are uneven, social recognition for primary teachers lags behind that in other professions
This disparity becomes clearer when placed in a regional perspective.
In Bangladesh, primary teacher salaries average $170.02, which is approximately $62 less than the average monthly per capita income of the country. In India, the figure stands comparatively higher at $284.64, while in Pakistan it averages $206.07. The contrast is most striking when compared with the Maldives, where a primary teacher earns roughly $953.13 monthly.
More importantly, relative to GDP and cost of living, Bangladeshi primary teachers are more disadvantaged than their regional peers.
The gap becomes even more pronounced in the global context. In many OECD countries, teacher salaries are calibrated to national income so that teachers can maintain a dignified standard of living. As per a report of the OECD (2023), a primary school teacher with 15 years of experience earns over $100,000 annually in Luxembourg, nearly four times higher than in the Slovak Republic, where the salary is around $27,000.
Similarly, teachers in Germany and the Netherlands receive salaries above $90,000, while in Hungary and Poland the figure remains below $40,000. Bangladesh’s failure to ensure this parity undermines not only teachers’ livelihoods but also the perceived value of the profession
The consequences are serious. De-motivated teachers, burdened with low pay and limited opportunities, often leave the profession or seek positions in better institutions, eroding the talent pool in primary schools.
Those who remain may struggle to sustain motivation in overcrowded classrooms, frequently with inadequate resources and administrative burdens unrelated to teaching. This inevitably lowers instructional quality. Students in disadvantaged or rural areas suffer the most, as these inequalities compound already weak infrastructure and reinforce cycles of educational disadvantage.
A weak foundation at the primary level, in turn, lowers retention, reduces examination performance, and narrows pathways into higher education. The social respect for teaching itself erodes when society sees minimal reward for those entrusted with the most crucial stage of learning.
Addressing these inequalities requires more than piecemeal reforms. The government should move beyond the proposed grade 11 for assistant teachers and consider elevating them to at least grade 10, reflecting the gravity of their role. Head teachers should get the benefits of a cadre. Salaries should be regularly adjusted to inflation to maintain purchasing power, while hardship allowances for rural and remote postings would help retain talent where it is most needed.
Equally important is the creation of clear career ladders so that teachers can progress from classroom educators to senior mentors, coaches, or instructional leaders. Professional development opportunities, linked to both pedagogy and leadership, should be widely accessible.
Benefits and allowances must also be aligned with those of other government jobs to eliminate disparities across levels. Housing support, transport incentives, and performance-based recognition could significantly boost morale. Elevating primary teachers’ status through media campaigns, awards, and policy attention would further restore the profession’s dignity. International support can be leveraged to pilot incentive schemes, rural bonuses, or innovative pay supplements, which, if successful, could be scaled nationally.
Ultimately, primary teachers are not merely the first rung in the education system; they are its foundation. By neglecting their pay, status; and support, Bangladesh risks undermining its entire educational project. The recent upgrade for head teachers is a welcome signal, but it must be seen as only the beginning of a broader effort to value those who guide the nation’s youngest learners. To secure a stronger future, Bangladesh must invest in its primary teachers now, with the seriousness and respect their role deserves.
(The writer is an educator and education policy researcher).
