April 27, 2026
PHUENTSHOLING – A teacher posted in Trongsa meets his family only when rare timetable adjustments allow him to travel. For most of the year, his wife, also a teacher based in Phuentsholing, raises their daughter alone while managing her professional responsibilities.
Their situation reflects a wider strain within the country’s education sector, where many married teachers are required to live apart due to distant postings.
In another case, a husband teaches in Samtse while his wife works in Pemagatshel, separated by vast distances with limited chances of transfer. The issue has been raised several times in the National Assembly, yet little has changed for teachers facing such conditions.
Many teachers, especially those serving in rural schools, say the current transfer process does not adequately consider family responsibilities.
Instead, they claim it follows procedures that are often seen as unclear and uneven. Some teachers have spent years in remote postings after repeated rejections of their transfer requests, leading to growing frustration.
There are instances where junior teachers are receive expedited transfers while those who have served longer in difficult locations continue to wait. This has created a perception among some teachers that personal ties may sway transfer decisions, although no evidence verifies these claims.
Teachers separated from their families for long periods often experience reduced motivation and emotional exhaustion. They say continuous stress from separation and demanding work conditions contributes to burnout, which affects classroom engagement and overall performance.
Over time, this strain reduces job satisfaction. Some teachers struggle to maintain focus and energy in their work, while others begin to consider leaving the profession for more stable postings or alternative careers.
The impact is also seen in families with children. Teachers say that when one parent is absent for long periods, it can affect a child’s emotional well-being, sometimes leading to loneliness and behavioural changes.
The parent at home must manage both work and childcare alone, increasing stress and pressure. Many also describe a sense of detachment from family life, which affects relationships over time.
Ministry’s response
Responding to the criticism, an official from the Ministry of Education and Skills Development said that teacher transfers are a complex and sensitive issue as it directly affect both professional deployment and personal circumstances.
Given the majority of schools are located in rural and remote areas, an official from the ministry said that it is difficult to consider all personal preferences during the deployment process.
According to ministry records, a total of 129 transfers were approved last year. About 70 were granted for marital reasons, followed by transfers for medical, spousal, and administrative requirements to address staffing needs across schools.
An official from the ministry stated that transfer requests based on marital or spousal grounds are considered under the Bhutan Civil Service Rules 2023 and receive due priority.
However, the ministry added that final approvals depend on the availability of subject requirements, minimum service conditions, and overall staffing balance.
While the ministry tries to accommodate such requests, not all can be approved immediately due to system requirements.
Clarifying suspicions of unfair approvals, the ministry stated that teacher transfers are undertaken by a committee composed mainly of educators, with only one representative from the human resources division.
This combination, the ministry said, ensures that decisions reflect professional and ground-level perspectives while remaining aligned with service rules.
At the same time, a previous notification from the ministry asked teachers not to approach the education minister directly seeking transfers, but rather to follow the established process and channels.
According to relevant officials, this decision aims to avoid favouritism and prevent the system from becoming messy or distorted. It also helps avoid the possibility of politicising the process for future favour.
The ministry added that it remains committed to keeping the process fair, transparent, and responsive while maintaining the effective functioning of schools.
Limited mobility within urban postings
Rural teachers cite limited movement of teachers from urban to rural schools as an issue, which keeps slots tight for newcomers.
“Instead of transferring to other dzongkhags, teachers in urban areas are redeployed within the same area, which is unfair,” a teacher said, adding that such a culture seems unfair since some teachers have been left in rural corners for decades.
When movement among urban teachers is limited, those rural teachers whose transfer applications are approved are also left to move only to similar locations, as rural schools have more vacant slots.
Some teachers said that despite a large number of teachers from urban schools exiting the system in the past, it did not open up more slots for rural teachers to move to these schools, reinforcing the perception that positions were filled internally instead.
Calls for stronger rural support
The call for improved facilities and incentives to motivate teachers serving in remote schools has been discussed for years, but progress remains limited.
With about 70 percent of schools located in rural and hard-to-reach areas, teachers argue that support is needed now more than ever.
Acknowledging the issue, an official from the ministry said that work is ongoing to strengthen incentives for rural postings, improve school facilities and enhance teacher support and professional development opportunities.
The issue was also discussed during the National Education Conference 2026.
In addition, for teachers with genuine medical or exceptional cases where immediate transfer is not feasible, the ministry stated that it works in close coordination with the Royal Civil Service Commission’s well being unit for support and necessary arrangements.