Tajikistan is currently facing a systemic shortage of Teachers in their school system due to the emerging crisis of teacher retention and migration. By mid-2025, Tajikistan was projected to have approximately 3,848 teacher vacancies . A few years ago, the shortage was estimated to be around 1,124 open teacher positions, which is more than twice the number of teacher vacancies in Tajikistan today. The data points to a fast-escalating crisis, particularly acute in STEM subjects like mathematics, physics, and chemistry.
One of the primary reasons for the departure of many teachers is the unreasonably low compensation they receive. In 2023, the average monthly teaching salary was about 1,500 somoni ($130), which is well below the cost of living, especially in rural areas, where wages are even lower. The average salary in Tajikistan is approximately 3,135 Somoni, which is half of what teachers typically earn. As a result, many teachers struggle to cover their basic expenses and often seek higher-paying opportunities.
In a report from a conference in Dushanbe, the Deputy Minister of Education and Science, Badriddin Muzaffarzoda announced on July 28 that Tajikistan teachers will get a 30% salary boost in September 2025. Under the new strategy, the primary school teachers will earn between 1,702 and 2,699 somonis per month, while teachers of grades 5 through 11 will see monthly wages from 1,232 to 1,907 somonis. Additional bonuses will be offered to those in the top teaching tier. Although this is a step in the right direction, implementation will require time. Even with the pay increase in this policy, their earning remain below the average salary needed to live in Tajikistan.
In Tajikistan, a deeply patriarchal society with traditional gender roles, men are expected to support their families. This expectation causes many men to avoid low-paying jobs such as teaching. Numerous male educators choose to migrate for work to Russia, undertaking more manual and non-teaching employment opportunities that provide more consistent remuneration. This disparity exacerbates another concern, namely the scarcity of positive role models for students, particularly in communities where paternal presence is frequently absent.
The decrease in teachers isn’t just a quantitative issue, but also a qualitative one. An estimated 10,000 teachers in the country lack basic educational qualifications, such as a university degree, and many resort to using non-specialists to cover core subjects. In remote areas, several high school students teach the younger grades or classes without any form of proper training. Teaching standards are quickly “falling behind,” says Nodira Rakhmonberdyeva, director of the Manizha Information-Educational Center in Dushanbe. Such conditions are not only unfair to students but also unsustainable for equitable learning outcomes.
Currently, Tajikistan is experiencing a high birth rate, which is expected to worsen the ongoing teacher shortage. According to Save the Children, 35 percent of Tajikistan’s population is under the age of 15. Even though the government boasts of a 98 percent literacy rate, due to universal education during the Soviet era, experts say that number is in freefall.
According to the Tajik constitution, general education is free, and the first nine years are compulsory. However, parents these days pay de facto tuition that can get expensive. Many schools collect the funds for refurbishment, equipment, and teachers’ salaries. These “voluntary donations” vary from one school to the next; many parents complain they can’t afford these fees. Failure to pay has led to social stigmatization from communities. In some cases, experts say the imposition of fees discourages parents from sending their children to school at all.
Recommendation
Addressing this issue calls for a multi-layered strategy grounded in research and context. A primary challenge teachers encounter is financial stability. The current pay increase focuses more on rural areas, where teachers are more hesitant to live without proper incentives. To increase the number of teachers in rural areas, the government can provide housing and transportation. Quantity is not the only focus for increasing the number of teachers in Tajikistan. We also need to prioritize the quality of education, which includes recruiting more teachers who focus on retention through professional development and social recognition.
[Image credit: Darafsh, CC BY-SA 4.0, via Wikimedia Commons]
The views and opinions expressed in this article are those of the author.
Anoussa is the Deputy Director at the New York City Taxi & Limousine Commission (TLC), where she leads a dynamic outreach team that builds bridges between the government and industry stakeholders. She holds a Master of Science in Global Affairs from New York University and a Bachelor of Arts in Political Science and History from Fordham University.
