This blog was written by Aisha Naz Ansari, PhD Student (NINE-DTP ESRC Scholar), School of Education, Durham University; Sadia Muzaffar Bhutta, Associate Professor, Aga Khan University, Institute for Educational Development (IED), Karachi; Sohail Ahmad, Research Assistant, REAL Centre, University of Cambridge, and PhD Candidate, Aga Khan University, IED; and Sajid Ali, Professor, Aga Khan University, IED, Karachi, Pakistan.
Teacher salary sits at the heart of Pakistan’s education system which not only shapes teachers’ livelihoods but also the stability and quality of learning in classrooms. A descriptive analysis of 436 science and mathematics teachers reveals stark inequalities in salaries that might influence motivation, retention and professional wellbeing, highlighting the complex dynamics of gender, sector and qualifications in the workforce.
Public and private school employment strongly determines pay. Public sector teachers dominate the upper salary tiers, with 94% of those earning above PKR 100,000 working in government schools. In contrast, private school teachers, particularly in low-fee institutions, are concentrated in the lowest bands, comprising 85% of those earning below PKR 20,000 and 93% below PKR 30,000. These gaps reflect more than sectoral differences: public schools offer structured pay scales, pensions and predictable career pathways, whereas private schools rely on low wages, contractual employment and high turnover. Such disparities directly affect teachers’ financial security, morale and long-term attachment to the profession.
Gender compounds these inequities. Women constitute 70% of the workforce, yet are clustered in lower salary brackets. In the below-20,000 PKR range, 82% of teachers are women, whereas men, who make up only 30% of teachers, dominate higher salaries, including 53% of six-figure earners. This mirrors broader societal patterns, as women across Pakistan’s labour market earn on average 25-30% less than men due to occupational segregation and discriminatory pay practices. Such inequalities influence not only financial outcomes but also leadership opportunities, recognition and professional growth.
Academic qualifications offer some explanation but do not fully counter these structural inequities. Teachers in the sample are highly educated: 62% hold a Master’s degree, and 15% have an MPhil, with women forming the majority in both groups. Yet even among highly-qualified teachers, pay is often shaped more by sector and gender than by credentials. Fourteen percent of MPhil-qualified teachers earn below PKR 30,000, largely because they are employed in private schools. Subject specialisation interacts unevenly with pay: mathematics teachers appear slightly more in mid-to-upper salary ranges, but at the highest levels, public-sector employment outweighs classroom subject expertise.
These inequities have real consequences for teacher wellbeing and retention. Low salaries, insecure contracts and limited professional development in private schools contribute to financial stress, burnout and reduced job satisfaction, particularly among women. Consequently, many private school teachers aspire to public sector positions, seeking stability, social protection and career progression. While understandable, this desire creates high turnover in private schools, disrupting classroom continuity and affecting student learning outcomes.
The implications extend beyond individual teachers. Persistent salary and gender disparities threaten Pakistan’s ability to achieve Sustainable Development Goal (SDG) 4, which calls for inclusive, equitable and quality education. High turnover, inequitable opportunities and undervalued teachers limit the system’s capacity to improve learning outcomes in science and mathematics. Gendered pay gaps also impede progress toward SDG 5 on gender equality, as women remain concentrated in lower-paid roles despite their qualifications.
Addressing these issues requires coordinated action. Transparent, equitable and gender-responsive pay structures; formalised employment contracts; career pathways; and professional development opportunities are essential to retain qualified teachers, promote wellbeing and strengthen leadership pipelines. Recognising teachers’ value, financially and professionally, is central to improving educational outcomes and advancing Pakistan’s broader development goals. Ensuring fair compensation is not only a labour issue; it is an investment in the nation’s future.
