From Classroom to Community: A Multi-Dimensional Study on Teaching Challenges and Support Structures in Rural West Bengal, India

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Published: Jan 5, 2026
Keywords:
Classroom Practices, Community Participation, Professional Development, Teacher challenges

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Ahmed Nizamuddin
Department of Education, Haldia Govt. College, Purba Medinipur, West Bengal, India

Abstract

This study investigates the challenges faced by teachers and the support systems available to them in secondary and higher secondary schools across Purba Medinipur district, West Bengal, India. The research focuses on understanding teachers’ professional development needs, the frequency and nature of administrative and community support, and the perceived impact of parental involvement on student achievement. Using purposive sampling, data were collected from 395 teachers across 79 schools through in-depth interviews conducted between September 2024 and February 2025. The findings reveal that limited parental involvement, large class sizes, and a lack of student motivation are major instructional barriers. While most teachers occasionally receive training, there is a growing demand for workshops on modern teaching methods, subject-specific knowledge, and technology integration. The study also highlights significant gaps in teacher-parent communication and varying levels of administrative and community support. The results underscore the need for a holistic approach to teacher empowerment through structured training, stakeholder collaboration, and policy interventions to enhance teaching effectiveness and student learning outcomes.

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How to Cite
Nizamuddin, A. (2026). From Classroom to Community: A Multi-Dimensional Study on Teaching Challenges and Support Structures in Rural West Bengal, India. Management and Social Perspectives, 4(2), 27-44. Retrieved from https://revue.univ-oran2.dz/Revue/MASP/index.php/MASP/article/view/52
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Vol 4 No 2 (2025): Management and Social Perspectives Volume: 4 Issue: 2 / December 2025
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Articles

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