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ORIGINAL RESEARCH article

Front. Sociol.
Sec. Work, Employment and Organizations
Volume 9 - 2024 | doi: 10.3389/fsoc.2024.1471565

Behind the Curtain: Unveiling the Challenges Faced by Daily Wage Teachers in Khyber Pakhtunkhwa Universities, Pakistan

Provisionally accepted
Umar Daraz Umar Daraz 1Younas Khan Younas Khan 2*Rula Odeh Alsawalqa Rula Odeh Alsawalqa 3Maissa N. Alrawashdeh Maissa N. Alrawashdeh 3
  • 1 University of Malakand, Chakdara, Khyber Pakhtunkhwa, Pakistan
  • 2 Kohat University of Science and Technology, Kohat, Pakistan
  • 3 The University of Jordan, Aljubeiha, Amman, Jordan

The final, formatted version of the article will be published soon.

    This study examines the multifaceted challenges faced by daily wage teachers in Khyber Pakhtunkhwa, Pakistan, encompassing social, economic, academic, administrative, and psychological dimensions. The primary objective is to analyze how systemic barriers perpetuate precarious employment conditions and to propose actionable solutions for improving their well-being and professional experiences. Social exclusion and inadequate support within academic settings foster feelings of isolation, while the economic instability of per-class payment models exacerbates financial insecurity, leading to diminished morale. Academically, career stagnation persists as these teachers' qualifications and contributions are often undervalued. Additionally, administrative inefficiencies and exploitative practices erode trust and exacerbate their precarious status. Psychological challenges, including heightened anxiety and depression, are prevalent among this population. Using a phenomenological approach, the study employs purposive sampling, semi-structured interviews, and focus group discussions to explore these issues. Thematic analysis reveals the systemic barriers reinforcing the marginalization, financial instability, and administrative hurdles experienced by daily wage teachers. Key findings emphasize the need for targeted reforms, such as mentorship programs to enhance social integration, stable salary structures to ensure financial security, clear pathways for career progression, streamlined administrative processes, and accessible mental health support. The study highlights the urgency of addressing these challenges through inclusive and evidence-based policy measures, advocating for structural changes to improve working conditions and foster equity within the academic landscape.

    Keywords: Daily wage teachers, Economic instability, Academic stagnation, Administrative inefficiencies, Social ostracization, psychological distress

    Received: 27 Jul 2024; Accepted: 20 Dec 2024.

    Copyright: © 2024 Daraz, Khan, Alsawalqa and Alrawashdeh. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Younas Khan, Kohat University of Science and Technology, Kohat, Pakistan

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.