ABSTRACT
This chapter puts the supportive arrangements reviewed in the previous chapter into context and offers a detailed account of how in-service training and career progression are practiced for teachers in government middle schools in Delhi. After a brief recap of the teacher survey that was used as the main tool of the empirical inquiry, the chapter reveals that training arrangements, whether by design or not, left a substantial number of guest teachers uncovered. The top-down delivery of in-service training concentrated in a short period made it more difficult for those who have missed a session for whatever reasons to catch up. These, together with the low quality of training that did not take into adequate consideration teachers' needs and preferences, are the main reasons of teachers' relatively low satisfaction as compared with the perceptions of their counterparts in Beijing (which will be reported in detail in the next chapter). Career progression in Delhi was marked by a similar exclusion of guest teachers. For those who were eligible, it usually took a long time in getting promoted along Delhi's “vertical” career path. Comments were accordingly raised regarding its aptness in rewarding expertise and boosting motivations.
