International Journal of Arts, Commerce, Science and Technology

Primary education teachers in India play a pivotal role in ensuring meaningful learning at the foundational stage; however, they frequently encounter a wide range of socio-economic and psychological challenges that directly shape their professional functioning and classroom effectiveness. This descriptive study explores how inadequate income, low social recognition, resource scarcity, heavy workloads, and community-level disparities undermine teachers’ motivation, job morale, and self-efficacy. The paper further highlights the rising incidence of stress and burnout among teachers, driven by demanding pedagogical expectations amidst limited institutional support. These constraints reduce teachers’ ability to deliver studentcentred teaching practices and weaken their contribution to preventing dropout and enhancing learning outcomes. An integrated theoretical understanding reveals that teacher well-being, policy environment, and classroom realities are deeply interconnected, suggesting that equitable remuneration, professional development, psychological support, and improved working conditions are essential for strengthening primary education. The study emphasizes the need for comprehensive reforms to enhance teacher status, promote mental well-being, and enable high-quality pedagogical performance for sustainable educational progress in India.