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In Indonesia’s education system, a deeply troubling crisis persists: many teachers, especially those without permanent status, endure appalling salary conditions that render their livelihood precarious. Honorary educators often receive monthly pay as low as Rp 300,000 to 1,000,000, according to a qualitative study on teacher welfare. Such figures fall well below the minimum wage in many regions, creating a stark economic injustice. 

This structural inequity is not accidental it reflects a systemic devaluation of the teaching profession. A recent article argues that non‑civil‑servant teachers face irregular payments, limited allowances, and uncertain contracts. Because of these conditions, many honorarium teachers are forced to take on secondary jobs, compromising their focus on educating. 

The implications are profound. Low pay erodes motivation, undermines professional growth, and perpetuates educational inequalities. especially in remote or underprivileged regions. From a moral standpoint, scholars highlight that in Islamic perspectives, modest salaries contradict the dignified role of the teacher, reducing what should be noble service into financial struggle. 

Moreover, high-level government acknowledgment of the issue has finally emerged. The Minister of Finance recently admitted that despite a huge education budget, many educators’ allowances remain too small, and policy reform is urgent. 

Ultimately, the plight of low-paid teachers is not a peripheral matter, it is a systemic crisis that endangers the very quality of education in Indonesia. To truly honor and empower educators, policymakers must ensure just compensation, stable employment, and long-term support for all teachers.