1

Hurdles Faced By Female teachers While Working in

Educational Institutes

Mahnoor Fatima
BK645014

ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

May-2018
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Teachers’ Perspective: Barriers/Hurdles Faced By Female teachers

While Working in Educational Institutes

By

Mahnoor Fatima
BK645014

Submitted in partial fulfillment of the requirements for

B.Ed. (1.5 year) program in _________________ (Area of specialization)
at _____________________(Department Name)
FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

MAY, 2018
Mahnoor Fatima, 2018
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APPROVAL FORM

The research project attached hereto, titled*Barriers/Hurdles Faced By Female teachers While

Working in Educational Institutes Proposed and submitted by Mahoor Fatima Roll No.

BK645014 . In partial fulfillment of the requirements for the degree of B.Ed. (1.5 year) (mention

area of specialization) is hereby accepted.

Supervisor: __ Sir Jaleel Satti_______ (Signature)

(Supervisor Name Here)

Evaluator: _____________________________(Signature)
(Evaluator Name Here)

Dated: _______________________
(Day-Month-Year)
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DECLARATION

I ________Mahnoor Fatima________ daughter/son of _____Muhammad Saleem_______

Roll No.______BK645014______ Registration #___________16-PRI-1748____________

A student of B.Ed (1.5/2.5 year) program (mention here area of specialization) at Allama Iqbal
Open University do hereby solemnly declare that the research project entitled

____Barriers/Hurdles Faced By Female teachers While Working in Educational Institutes____

submitted by me in partial fulfillment of B.Ed. (1.5/2.5 year) program, is my original work, and
has not been submitted or published earlier. I also solemnly declare that it shall not, in future, be
submitted by me for obtaining any other degree from this or any other university or institution.

I also understand that if evidence of plagiarism is found in my thesis/ dissertation at any

stage, even after the award of a degree, the work may be cancelled and the degree revoked.

___________________________
(Signature of candidate)

Date: ____________________
(Day-Month-Year)

______Mahnoor Fatima______
(Name of candidate)
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Research Project Submission Approval Form

(SUPERVISOR)

(To Be Attached with Research Project)

Research Project entitled /Hurdles Faced By Female teachers While Working in Educational

Institutes___________________________________________________________________

Submitted by _______Mahnnor Fatima_________ (Student’s Name) Roll No. BK645014

Registration No. ______16-PRI-1748_____ Program ________B.ed (1.5 years)_________

Has been read by me and has been found to be satisfactory regarding its quality, content ,

language, format, citations, bibliographic style, and consistency, and thus fulfils the qualitative

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evaluation.

_________Sir Jaleel Satti_________

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(Day-Month-Year) Signature of Supervisor

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ABSTRACT
The main aim of the study was to highlight and discuss the problems and challenges which

female teachers faced in educational institutes in Rawalpindi. As we all know that education is

crucial in the development of any country. The main focus of this research is to identify the

problems faced by working women in education sector. We discovered that most of the parents

and certain relatives are supportive towards their daughter serving in the education sector. All

our respondents strongly believed that the married women face greater challenges than

unmarried women. Although their husbands are cooperative but their children are prominently

neglected. Despite the supportive attitude of their parents unmarried women still face challenges

like transportation and managing time between personal and social life. Most of the respondents,

married or unmarried, believed that their salary and promotion system is not satisfactory for

which they blame “Favoritism”. In spite of all the facts, our research concludes that the

education sector of Rawalpindi for female teacher is fairly good.

Women faced discrimination, harassment and discouragement by their male counterparts. The

major hindrance in the access of doing job was the domination of male in the society. Study

recommended that job quota for women in educational institutions should be increased. Al

forms of discrimination against women should be stopped. Furthermore results are interrupted

and analyse against the research question and theoretical framework along with the discussion

gap found between implementation of polices.

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Contents
Chapter 1....................................................................................................................................................... 9
1.1 Problem statement ............................................................................................................................... 11
1.2 Objectives: ............................................................................................................................................ 13
1.3 Significance Of Study: ........................................................................................................................... 13
1.4 Purpose of Research: ............................................................................................................................ 14
1.5 Hypothesis............................................................................................................................................. 14
1.6 Methodology......................................................................................................................................... 15
1.7 Unit of analysis ...................................................................................................................................... 17
1.8 Variables................................................................................................................................................ 17
1.8.1 Dependent Variable ....................................................................................................................... 17
1.8.1.1 Hurdles Faced by Female Teachers............................................................................................. 17
Barrier #1: Difficult working conditions .............................................................................................. 18
Barrier #2: Systematic challenges ....................................................................................................... 18
1.8.2 Independent Variables: .................................................................................................................. 18
1.8.2.1 Career prospect....................................................................................................................... 19
1.8.2.2 Salary ....................................................................................................................................... 19
1.8.2.3 Working Environment ............................................................................................................. 20
1.8.2.4 Culture..................................................................................................................................... 20
1.9 Data Analysis ......................................................................................................................................... 22
1.10 Study Limitations ................................................................................................................................ 22
Chapter 2..................................................................................................................................................... 23
2.1 Introduction .......................................................................................................................................... 23
2.2 Literature Review ................................................................................................................................. 24
Nguyen, (2000)........................................................................................................................................ 24
Sadia shoukat (2015)............................................................................................................................... 24
Islam, (1997) ........................................................................................................................................... 25
Mahtab, (2007) ....................................................................................................................................... 25
(Parveen,2010) ........................................................................................................................................ 26
(Pearl and Linda, 2009) ........................................................................................................................... 27
(UN, 2011) ............................................................................................................................................... 27
Theory of Culture: Masculinity - Femininity ........................................................................................... 27
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2.3 Conclusion ............................................................................................................................................ 33

Chapter 3..................................................................................................................................................... 37
3.1 Introduction .......................................................................................................................................... 37
3.2 Source of data ....................................................................................................................................... 38
3.3 Study Population, Sample Size and Sampling Technique ..................................................................... 38
3.4 Data Gathering Tools and Procedures .................................................................................................. 39
3.4.1 Questionnaire ................................................................................................................................ 39
3.5 Document Analysis ............................................................................................................................... 41
3.6 Method of Data Analysis and Interpretation ....................................................................................... 42
3.6.1 Quantitative Data........................................................................................................................... 42
3.6.2 Qualitative Data ............................................................................................................................. 42
Chapter 4..................................................................................................................................................... 43
4.1 Introduction ......................................................................................................................................... 43
4.2 Hurdles faced by teachers.................................................................................................................... 43
4.3 Conclusion ............................................................................................................................................ 52
Chapter 5..................................................................................................................................................... 53
5.1 Introduction ......................................................................................................................................... 53
5.2 The findings of the study....................................................................................................................... 53
5.3 Recommendations ............................................................................................................................... 56
5.4 Limitations............................................................................................................................................ 57
5.5 Conclusion ............................................................................................................................................ 58
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CHAPTER 1

INTRODUCTION

In the Muslim world Pakistan is populated country according to the economy survey the total

population of Pakistan is 188.02 million with the 97.01 were men and women were 90.86.

Women are playing vital role in the society. Women shine in every field of life including

exploration to rocket science. Women are supporting the men from stone age in social and

economic ups and downs. Women of Pakistan aware of their status in society and come out of

their houses and contribute for the development of the country rise in prices and development is

forcing the women to assume working status to earn living and support and guide the family. But

unfortunately working women in our country considered second class work with less reward in

same work comparison to working men. People view that women are expected to look after their

family. They cannot run their family properly but men are required to earn to support the

finances. Since this status is changing very rapidly because women facing difficulty in meeting

all home needs. Situation in Pakistan is not different with similar concerns for working women.

“In 1990, women officially made up 13% labor force in our country”. Their role are not short to

male counterparts.

Men and women are the pillars of our society. Without their equality in all stages of life no

society can progress. As far as women skills are concerned they are not less than men. They are

performing their role in our society as teachers, doctors, engineering, lawyers, commissioners,

artist and many other fields of life women working much better than men but society cannot give

them their actual status and they are facing many problems. They are neglected in the decision

making and they are not promoted to high level jobs even if they deserve to be in society.
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Working women facing many problems like sexual abuse and physical harassment,
down
transportation, accommodation. Female teachers face many problems that slow there and

adversely affect their psychological, personal professional development. There has been

legislation that has afforded them protection from these problems but not implemented by

government properly. It is observed that women will not be able properly utilize their talent if

they do not feel protection in their working place. An attitude changes necessarily needed across

the board and good step first to effect that should be implement existing women normally

legislation in letter and spirit.

In formal and informal sector women are paid very less than men. So that’s why they consider

financial weak and dependent on the male. In education sector women employment rate is very

limited as compared to the other countries of the world. No doubt with the passage of time the

ratio of women in education sector improved but as per population of women the employment

rate is poor in education sector. “Female literacy rate is 45% against male literacy rate 69%.

Government should give importance to the professional women in education sector. In higher

education sector women participation is satisfactory in employment. “Women access to higher

education in Pakistan is very limited. Mostly the women in higher educational institutions adopt

the field of teaching. Their ratio in the management related fields is low. Social and cultural

barriers prevent women to take part in managerial positions”. Gender based inequalities issues

was naturally so that’s why properly solution needed.” If you educate a man you educate

individual if you educate women you educate the whole society.” So that why we should provide

full support and equal access and participation in all fields, share reward in the field of their

choice. In this way we improve the society development. “In almost all universities female staff is

very less than male. Females feel discredit their skill and discouraged from entering the field
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where male is dominated. In the education system the teachers play a very important role.

Therefore, a teacher needs to have her own philosophy of education on which she makes

educational decisions for her students. She found passionate in teaching her students. The females

are more suitable for teaching profession and majority of women join it as career in our country

because they can understand the psychological needs of the students easily. The teacher has to

understand the little things that affected the ability to learn the temperature in the classroom, the

time of the day. She has an understanding of human nature and the maturity of the students. As

discussed before in introduction 50% of the population of Pakistan consist of female so according

to this statement women needed equal chance for employment in recent times. No doubt

opportunities for female teachers are increasing in educational institutions but equal chances are

not provided. They are treated poorly even they are victim of verbal and sexual harassment in the

work place.

1.1 Problem statement

Women are an inseparable part of the development of a country. Nearly half of the populations

of a country are women. Fact has now been realized with predominant importance that without

ensuring women’s development the national development cannot be achieved. Education is media

through which women’s development can be achieved where the female teachers have significant

role to play. The female teachers are the active participants of improving quality of education. In

the social context of Pakistan , it is a strongly belief that female teacher play the role of

“substitute mother” in schools, and women have an “innate” ability to teach younger children

especially. In Pakistan the girls in rural areas are mostly remain aside from education. There are a

number of reasons. Poverty, poor communication, lack of infrastructure, lack of knowledge

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containing advantages of female education etc. are notable to those reasons. The government of

Pakistan has had some significant programmes to overcome those problems. The scholarship /

stipend to girls’ students, food for education programmes etc can be mentioned. In this context as

“substitute mother” the female teachers would stimulate girl’s enrolment and retention in the

school.

The fact is that, in the education sector focus on girls and women not only as students but also as

members of the educational profession. Teachers have had important role models to boys and

girls and to their communities. Significant numbers of women in the teaching profession,

particularly at the higher levels and in decision-making positions, can raise the aspirations of girls

and young women and positively influence social attitudes toward women.

It is important for the female teachers in education to be satisfied with their profession. The

satisfaction can make them devoted and committed to their responsibilities. But such satisfaction

is hindered by some organizational as well as cultural phenomena. The financial benefits, the

rewards or punishment system, in-group relationship, the culture of the organization and society

etc. contribute to affecting their satisfaction. Problems in this regard are:

1. The female teachers are not equally treated in comparison with their male counterpart.

2. The female teachers’ contribution is hardly recognized by the organization as well as the

society.

3. The female teachers like the job but they are kept aside from important responsibility and their

importance is not so much recognized.

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4. The unfavorable working environment, unhealthy inter-personal relationship makes them

dissatisfied.

5. Poor salary and status keep the female teachers away from being work with full devotion

All these are problems of the female teachers in Bangladesh causing dissatisfaction to their

profession.

As discussed before in introduction 50% of the population of Pakistan consist of female so

according to this statement women needed equal chance for employment in recent times. No

doubt opportunities for female teachers are increasing in educational institutions but equal

chances are not provided. They are treated poorly even they are victim of verbal and sexual

harassment in the work place. The problem under investigation is "study on problem faced by

female teachers in educational institutes, Pakistan".

1.2 Objectives:

The major objective of this research are given below:

1. To find out the problems of female teachers in educational institutes?

2. How the problem can be removed ( best alternatives )

1.3 Significance Of Study:

This research will signify the best method for solving the problems of female teachers in

educational sectors and also be helpful to control the female faculty issues. This research is very

beneficial for female teachers. This research is very helpful for policy makers to adopt some laws
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and made some polices for betterment of equal opportunities for women if government

implement these polices and every one follow these law the situation can be improved and female

teachers reduce their problems. They face big problem of accommodation. Mostly universities

have not their own hostels. Someway accommodation is big issue for teachers. Many teachers

faces the problem of transportation because in Pakistan transportation problem is high. First of all

it is very expensive every working women cannot afford so they travel through local buses

wagons so traveling the local transport create many issues and these issues are very harmful for

female.

1.4 Purpose of Research:

 Explore the problems faced by professional women in education sector.

 We may be able to find their professional and personal problems because of their job.

 To come up with the best alternatives to overcome the problems identified.

 Identify the problematic sector either Government or private.

1.5 Hypothesis

To find out the answers of the research question some hypothesis have been takento conduct the

study. The hypotheses are:

1. H0 =There is a problem for professional women in educational sector.

H1 = There is no problem for professional women in educational sector.

2. H0 = Problems are not created by the internal factor.

H1 = Problems are created by the internal factors.

3. H0= problems of unmarried woman are not more complex.

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H1=problems of unmarried women are more complex

4. H0 = Family set up does not creates problem for professional women.

H1 = Family set up creates a problem for professional women.

5. H0 = Problems are not created by external factors.

H1 = Problems are created by external factors.

6. H0=problems are not created by male management.

H1=problems are created by male management.

7. H0 = Not any Financial pressure for doing job.

H1 = Financial pressure for doing job.

8. H0 = Children’s of professional women are not highly ignored.

H1 = Children of professional women are highly ignored.

9. H0 = Low salary is a not major problem.

H1 = Low salary is a major problem.

10. H0 = Low qualifications is a not hindrance in the way of promotion.

H1 = Low qualification is a hindrance in the way of promotion.

11. H0=Educational sector of Rawalpindi is not bad for female teachers.

H1= Educational sector of Rawalpindi is bad for female teachers.

12. H0=Time Management is not a major problem for professional woman.

H1= Time Management is a major problem for professional woman.

1.6 Methodology
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Research methodology is way to systemically solve the problem. In this methodology various

steps are adopted. The steps in this research followed are:

This is quantitative research in which doing surveys to knowing out the problems of female

faculty in education sector. This research is both quantitative and qualitative type about problem

faced by female faculty in higher education sector. Study will being in Rawalpindi public

schools. Randomly selected 5 public schools from Rawalpindi then stratified sampling technique

used.

Primary resources of data collection are used including survey techniques through structured

questionnaire. It was self-reported survey in which respondents read the question and answer

according to their choice without researcher interference. . Data from these questionnaires can be

used to identify relationships between scores on the variables that the questionnaire is assumed to

measure and either performance on behavioural tasks, physiological measures taken during an

experiment, or even scores obtained from other questionnaires. Self-report measures are popular

for a number of reasons. Firstly they represent an ‘efficient’ way (in terms of both time and cost)

of obtaining data. Secondly they can be easily implemented to large samples. Finally they can be

used to measure constructs that would be difficult to obtain with behavioural or physiological

measures. Descriptive statical type of study method used in this study which refers to the field

study that occurred in natural environment stratified sampling techniques used for sampling. The

sample size of 50. As the population of area selected was no too large but rather sampling size

technique used for finding the sample size. Randomly selected 5 government schools and 5

private schools were selected for the questionnaire.

The questionnaire wording was very simple and consist of personal and professional type

questions. Responses of 50 of teachers recorded. The responses are collected from teachers from
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selected schools. The responses were entered analysed in excel. The results were interpreted and

a detailed discussion is presented in the results section.

1.7 Unit of analysis

The unit of analysis is hurdles faced by female teachers in government and private schools in

Rawalpindi. I have analyzed the responses from 5 government schools and 5 private schools in

Rawalpindi. The researcher has chosen urban schools to get significant number of female

teachers as respondents.

1.8 Variables

This chapter is an attempt to develop a framework for analyzing hurdles faced by female teachers

of Rawalpindi in educational institutes. In this regard a brief review of literature on hurdles faced

by female teachers is made in order to identify the factors/variables that have a bearing on hurdles

faced by female teachers of Rawalpindi in educational institutes.

To draw an analytical framework it seems necessary to establish the relationship between

independent and dependent variables and to relate them with the theoretical perspective. So

here the purpose of this chapter is to discuss the meaning of hurdles faced by female teachers that

is dependent variable of this study. And to explain the factors or independent variables which

affect the female teachers. At the same time effort will be given to set up the relation between

dependent and independent variables.

1.8.1 Dependent Variable

1.8.1.1 Hurdles Faced by Female Teachers

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Barrier #1: Difficult working conditions

Not surprisingly, the greatest barrier for female teachers in context of environment is the difficult

conditions in which teachers work. The lack of (irregular, delayed or low) remuneration,

overcrowded classrooms, the potential for (or probability of) sexual harassment or abuse, a lack

of respect from school leaders and community members, violence in, to, and from school, too

many needy students, and a lack of teaching and learning materials, all contribute to such

difficult working conditions. As they would be for anyone, these conditions—both discretely and

cumulatively—are often highly demotivating for teachers and negatively affect important teacher

characteristics, all of which are critical to effective teaching performance.

Barrier #2: Systematic challenges

In Rawalpindi often have education systems characterized by poor leadership, limited

administrative capacity or inadequate budgets. Many other countries are unable to provide

teachers with salaries and working conditions or professional opportunities that one finds in

other professions. Fragile contexts often lack qualified personnel who can help teachers master

content or research, such as proven instructional or assessment strategies. And they lack systems

and incentives to encourage and help teachers improve their practice.

If there is some form of professional development, its effects may be nullified by problems

related to coordination between the entities that deal with professional development or between

entities that evaluate teachers. There are often problems with the quality and variety of the tools

used to observe and supervise teachers and provide them with feedback about their teaching.

1.8.2 Independent Variables:

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This study has tried to determine female teachers’ hurdles. It is dependent upon some factors

those are termed as independent variables like, career prospects, academic records

payment/salary, supervision, environment and culture.

1.8.2.1 Career prospect

In very simple term career prospect means how far a job can ensure ones career in job. It means

whether the job is supporting the employee to be established or give scope to develop ones

career. Career has some phases. It starts with Recruitment and selection. The other phases are:

promotion, training and transfer as well as placement. All these phases cover in the teaching in

schools in Rawalpindi. Their satisfaction and dissatisfaction depends upon these factors through

which a teacher can reach to the ultimate goals of the job. Fairness of recruitment process and on

time promotion to the higher position bring satisfaction to the female teachers. So, the

recruitment and promotion process of the female teachers cause effect to their profession. If

anyone gets positive support from their job it will creates job satisfaction. If there is no fairness

of recruitment, training and promotion system overall limited career prospect it will bring

dissatisfaction to everyone. Thus career prospect of a job is highly interlinked with job

satisfaction.

1.8.2.2 Salary

One of the most important purposes to do a job is getting salary. If one gets a handsome salary

by which one can afford the living may cause job satisfaction. But if the salary cannot bear ones

expenditure one should not be satisfied with the salary. The salary structure is poor to the female

teachers as compare to males in Rawalpindi. It is approximately 48 USD per month (as of data

up to December 2014). Such low salary structure is not satisfactory at all. This pay structure may
 20

make them unhappy as well as dissatisfied. Thus salary directly impacts on progress of teachers

work.

1.8.2.3 Working Environment

There are two types of working environment which can effects on female teachers. One is

physical environment. Physical environment covers infrastructure of the school building, class

rooms, furniture and other interior, teachers room, toilets; specially, female teachers toilets, play

ground of the students, computer facilities, telephone, fax, communication and location of the

schools etc. Physical environment is directly linked with the teachers work. If one’s get favorable

physical environment he or she may be satisfied with the job. Opposite is true that unfavorable

working environment creates dissatisfaction.

In most village schools the female teachers have hardly rest room, wash room and other

facilities. The location of the schools is not always within a convenient distance or there are no

transportation facilities available in that locality.

Second type environment is social environment. The social environment covers family support to

the teachers (specially the female teachers), teacher – student relationship, interpersonal

relationship among the colleagues, head teacher – assistant teachers’ relationship, and teachers’ -

guardian relationship attitudes of the school managing committee (SMC) as well as the local

elites. If such relation is good someone can be satisfied with the job, but because of antagonistic

relation one may be dissatisfied with their job. Thus environment plays a vital role in context of

hurdle faced by female teachers.

1.8.2.4 Culture
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Culture is mental software of the mind. It is learned, not innate. It derives from one’s social

environment rather than from one’ genes. Culture should be distinguished from human nature on

one side and from an individual’s personality on the other. (Hofstede -2005) There are two types

of culture which affects on job of female teachers. First one is organizational culture here it

means school culture. Organizational culture is the social glue that binds members of the

organization together (Kreitner 1995:5329. The relationship between superior and subordinate,

decision making, delegation pf authority, types of leadership, and bureaucratic power are part of

organizational culture. Job satisfaction is related to these criteria. Like if decision making

process is participative everyone should be satisfied on the other hand under undemocratic

decision making process creates dissatisfaction.

Second one is social culture. Hofstede (2005) identified these two cultural dimensions in

society. He defined “a society as masculine when emotional gender roles are clearly distinct.

men are supposed to be assertive, tough and focused on material success, whereas women are

supposed to be more modest tender and concerned with the quality of life” and “a society is

feminine when emotional gender roles overlap: both men and women are supposed to be modest,

tender, and concerned with quality of life”. Practically in Bangladesh society is masculine

(Jamil,). Here, the men are assertive; tough those cause women to be undermined. In formal rule

and regulations the women are given equal status as of men but because of masculine cultural

dimension the women are far behind to this formal power. The schools’ culture is mostly male

dominated because of masculine cultural background of the society. The male teachers do not

feel comfortable working under female teacher’s supervision. Thus culture affects on job of

female teachers.
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Independent Variables Dependent Variables

Career Prospect Hurdles Faced by Female Teachers
Payment/salary
Working Environments
Culture

1.9 Data Analysis

In case study the process of data analysis involves making sense out of text and image data

(Creswell, 2003, p.190). This has been followed in analysing my data which found during my

field study.

The researcher has organized and prepared data for transcribing interviews, typing field notes

and sectioning data based on the sources of information. Then effort is given to obtain general

sense about female teachers’ barriers. The imaged has been categorized and has been coded.

Afterwards, data is described the themes which will be found about female teachers’ job

satisfaction to be interconnected with the theories of motivation, gender, culture and the job

satisfaction itself. Then researcher have been tried to present the description in figures and tables.

The quantitative aspect of data is analyzed by using the factors of the hurdles faced by femae

teachers and the respondents reply. The total respondents have brought in to percentage and then

analyzed the outcome out of the result. Then an analytical generalization is made to get to know

the female teachers problems in Rawalpindi.

1.10 Study Limitations

The main theme of my thesis is to assess the problems of female teachers of schools in

Rawalpindi. According to my project proposal I tried to visit some schools from city, guided to
 23

select those schools in which the numbers of male and female teachers are more or less equal or

at least the male female ratio is 60% and 40%. Such plan is to know the female teachers job

satisfaction in comparison to the male teachers. But in capital city most of are female teachers

and very few are male teachers. On the other hand in village most of are male teachers. As the

ratio of male and female teachers is imbalanced in each school, to get the impacts of gender role

(interpersonal relationship of male and female teachers) on job was little bit tough.

CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Introduction

No qualitative study begins from pure observation and that prior conceptual structure composed

of theory and method provides the starting point for all observation. (Schwandt, 1993). This

chapter is an attempt to develop a framework for analyzing the hurdles faced by female teachers

in Rawalpindi. In this regard a brief review of literature on hurdles faced by female teachers is

made in order to identify the factors/variables that have a bearing on hurdles faced by female

teachers in Rawalpindi. So here the purpose of this chapter is to present a literature review

through which reader will get an idea about the problem of female teachers, as well as factors

affecting on it. To understand the meaning of this research I have used Nguyen, Sadia Shoukat,

Islam, Mahtab, Parveen, Pearl and Linda and UN's idea. Especially the researcher has elaborated

the Two factor theory of Nguyen which also clearly identified some hurdles faced by female

teachers. For understanding of teacher's problems I have explained the view of Sadia Shoukat. To

get the result of whether gender roles differ on this research I used the theory of Islam and

Mahtab. Parveen, Pearl, Linda and UN's theory helped me to get an idea about hurdles faced by
 24

female teachers, as well as factors affecting them. To get the result of whether gender roles differ

in professional fields I used the theory of Masculinity-Femininity and Power distance of Hofstede

2.2 Literature Review

The various aspects of women employment were studied worldwide by many scholars at different

levels of development of economies. The available literature on female work participation rate,

determinants of women employment, dimensions of women employment and empowerment of

women employees are extensively discussed in the foregoing session of this chapter. The

dimensions of employment include economic aspects, effect on family and society and job

satisfaction.

Nguyen, (2000) assert that provide the higher education is the best resources for the labor

force, it create current leaders and prepares future leaders. With careful examination of the values

and the resulting belief governing the response of women and men in society should be

compulsory goal within the comprehensive planning efforts of institutions of higher learning.

Allow the voices of women in higher education, enabling them to share their skills, experiences

would throw light on how they negotiate the “gender contrite. “it is necessary to examine tertiary

institutions with women’s needs in mind and determine what other interventions are required to

improve the situation of the women who are already in them” This emphasizes the need for

research on the experiences of teachers in education institutes.

Sadia shoukat (2015) argues that, “despite the reallocation of employment responsibilities,

the gender contract remains relatively 18 static, thus entailing women having to adjust their own

lives to cope with conflicting employment and family roles” Although disparities in gender
 25

issues exist in almost all institutions, one expects this occurrence least in higher education.

Education, and for that matter higher education, serves as the portal to the improvement of the

status of women in Pakistan society

Reveals that in 1970s and 1980s, women’s issues were largely defined in terms of discrimination,

and the key concern was to eliminate overt discrimination. Despite antidiscrimination legislation

designed to remove gender barriers and to increase women’s participation in the labor market, the

problem persisted. Gender-based inequalities are systemic in nature therefore a systemic solution

is needed. “The solution seems to lie in using an integrated approach to institutional change

aimed at addressing some, if not all, the contradictions and tensions generated at the interface

between the household, community and employment structures”

Islam, (1997) in her study observed that working women have to encounter a number of

problems. The major difficulties come from their families. Women have to seek permission from

male members of their families for working outside. They do not have any choice about their job.

Thus an indifferent attitude develops among women about their career. Similarly, at workplace

they are treated as ‘women’, as if they do not have adequate skill to do a job like a man. Male

colleagues do not cooperate; subordinates do not like to accept them as a boss. Women are

considered as mentally weak, inexperienced, unskilled, physically unfit, soft and submissive. So

they are not capable of taking decisions, making policies and visiting field offices alone. Some

other problems such as lack of separate rest room, place for prayer, separate canteen and

inadequate transportation facilities makes their job harder.

Mahtab, (2007) in her study identified various problems of women working in diverse

occupations. Her work stated that women are working mostly at the bottom of the hierarchy. The
 26

study finds that gender discrimination and sexual harassment in the working environment are the

two major problems that every working women faces in Bangladesh. Institutional culture is male

biased and it restrains women to participate in decision making. In addition, supportive

mechanism is also lacking. There is no cooperated atmosphere for women to work together as a

group for women to work together as a group for common interest. The study identified another

constraint faced by professional women is the “maternal wall.” Career opportunities become

limited for them after having children. Low paid working women suffer from health hazards due

to stressful and unhealthy working environment. Career women also experience health problems.

This is due to stress from overload, work-family-conflict, child rearing, etc. All these adversities

lead women to lower level of performance, poor satisfaction with job and life, which ultimately

affect their career prospects.

(Parveen,2010) argues that total 24119 of violence case against women were reported in

Pakistan during 2008-10 in which only 520 workplace harassment cases were became full . In

the other hand the newspapers and electronic media present a few cases of sexual harassment at

workplace, according to the newspaper and electronic media the work place in Pakistan is not

safe for women. To following these recent and past incidents, government passed the bill

Protection against sexual harassment in 2010 in this bill government says that Pakistan is a

Islamic country and work place harassment should not here. Turning the bill into a law was a big

step but unfortunately the law served as a piece of paper. No one follow these laws. In Pakistan

males would think million times before harassing any women, but all laws are failed. Pakistan is

also registered to few International documents to advocate women rights at every workplace but

the no one follow these rules and regulation in this way the practical implementation of women

rights are missing.

 27

(Pearl and Linda, 2009) argues that 21 century has been great integration of women are

working side by side men. Last few decades many women are managing to break the stereotypes

and achieve greater success in their role as leading design professions. A number of women

working to show how they done through hard work it is observed that employed women are

happy than un employed women. The extent to which the imbalance in the global experiences of

men and women in higher education contributes to discrimination among university-le of men

and women in higher education contributes to discrimination among university-level staff should

be of great concern to institutions of higher learning.

(UN, 2011) argues that women facing very high level of sexual harassment at public transport.

Education department of women are victim of sexual harassment in Rawalpindi old model Suzuki

vanes are used for transport. therefore working women are facing very serious problems due to

transport .they are forced to face this situation due to non-availability of substitute women are

facing very serious problems to justify their jobs .they are facing many problems including the

physical and physiological problems.

Theory of Culture: Masculinity - Femininity

Gender differences between men and women are more or less common to all over the world.

These differences determine some different types of activities between men and women. But

some roles of men and women are determined by society as well as social culture. Such socially

as well as culturally constructed role feature out masculinity and femininity. (Hofstede (2005),

There were two questions about:

I. factors which would be important to an ideal job

 28

II. The extent of disagree with the present job To Hofstede (2005), the answers from the

masculine pole are:

1. Earnings : looking for high earnings opportunity

2. Recognition : the good jobs are recognized

3. Advancement : having opportunity for advancement to higher level jobs

4. Challenge : the challenging works are preferred getting personal sense of accomplishment

And from feminine pole

1. Manager : desire to have good working relationship with the superior

2. Cooperation : want cooperative relationship with each other

3. Living area: living in an area desirable to one or one’s family.

4. Employment security: require secured work environment that will give longevity of job in the

organization.

Hofstede (2005) identified these two cultural dimensions in society. He defined “A society as

masculine when emotional gender roles are clearly distinct. Men are supposed to be assertive,

tough and focused on material success, whereas women are supposed to be more modest tender

and concerned with the quality of life” and “a society is feminine when emotional gender roles

overlap: both men and women are supposed to be modest, tender, and concerned with quality of

life. Men are supposed to be more concerned with achievements outside the home-hunting and
 29

fighting in traditional societies, the same but translated into economic terms in modern societies.

Men, in short, are supposed to be assertive competitive and tough. Women are supposed to be

more concerned with taking care of the home, of the children, and of people in general-to take the

tender roles. Male achievements reinforce masculine assertiveness and competition; female care

reinforces feminine nurturance and a concern for relationships and for the living environment.

Men taller and stronger and freer to get out, tend to dominate in social life outside the home;

inside the home a variety of role distributions between the gender is possible.’’ (Hofstede &

Hofstede: 2005:117)

Choice of occupation can differ because of masculinity and femininity. Masculine occupation

was mostly filled by men, and the feminine occupations mostly by women. The differences in

values, however, were not caused by the gender of the occupants. Men in feminine occupations

held more feminine values than women’s in masculine occupations. The ordering of occupations

in IBM from most masculine was as follows:

1. Sales representative

2. Engineers and scientists

3. Technician and skilled craftsman

4. Managers of all categories

5. Semiskilled and unskilled workers

6. Office workers
 30

‘’Sales representative were paid on commission, in a strongly competitive climate. Scientists,

engineers, technicians, and skilled workers focused mostly on technical performance. Managers

dealt with both technical and human problems, in roles with both assertive and nurturing

elements. Unskilled and semiskilled workers had no strong achievements to boast of but usually

worked in cooperative teams, Office workers also were less oriented toward achievements and

were oriented more toward human contacts with inside and outsiders.’’ (Hofstede:2005:128)

‘’Segregation in job choice also determines who become teachers; women or men. In masculine

societies women mainly teach younger children and men teach at universities. In feminine

societies roles are more mixed and men also teach younger children. So on average, children in

masculine societies are exposed longer to female teachers. This looks like a paradox, but the

female teachers status is often low so that they will be antiheroine rather than models for

behaviour,’’(ibid:140) this study found the same result as women prefer teaching than male.

‘’In the more masculine countries, sense of responsibility ,decisiveness, liveliness, and

ambitiousness were considered characteristics for men only, while caring and gentleness were

seen as for women only. In the more feminine cultures, all these terms were considered as

applying to both genders’’ (ibid: 31). But this study found not only men female are also

ambitious. They always prefer a better job to establish in life.

In masculine societies job choices by students are strongly guided by perceived career

opportunists, while in feminine countries students intrinsic interest in the subject plays a bigger

role. Some differences between feminine and masculine societies are as follows (Hofstede, et. al,

2005, p.147)
 31

Feminine Masculine

1. Management as ménage: intuition and 1. Management as ménage: decisive and

consensus consensus

2. Resolution of conflict by compromise and 2. Resolution of conflict by letting the strongest

negotiation win

3. Rewards are based on equality 3. Rewards are based on equity

4. Preferences for smaller organizations 4. Preferences for larger organization

5. Relationship and quality of life are important 5. Challenge, earnings, recognition, and

advancement are important

6. More leisure time is preferred over more 6. More money is preferred over leisure time

money

7. Careers are optional for both gender 7. Careers are compulsory for men, optional for

women

8. There are higher share of working women in 8. There is a lower share of working women in

professional jobs professional jobs

9. Humanization of work by contact and 9. Humanization of work by job content

cooperation enrichment

10. Both men and women should be modest. 10. Men should be assertive, ambitious, and

tough.

11. Both men and women can be tender and 11. Women are supposed to be tender and take

focus on relationships care of relationships

12. Both boys and girls are allowed to cry, but 12. Girls cry, boys don’t, boys should fight,

neither should fight girls should not fight at all

 32

13. Being responsible, decisive, ambitious, 13. Being responsible, decisive, ambitious, is

caring, and gentle is for women and men alike for men, being caring, and gentle is for women

14. Girls don’t cheer for boys 14. Women’s ambitions are channeled toward

men’s success.

15. Women’s liberation means that men and 15. Women liberation means that women are

women take equal shares both at home and at admitted to positions so far occupied by men

work.

16. Single standard; both sexes are subjects 16. Double standards: men are subjects, women

objects

17. Same norm for showing male or female 17. Stronger taboo on showing male than

nudity female nudity

18. Friendliness in teachers is appreciated 18. Brilliance in teachers is admired

19. Job choice is based on intrinsic interest 19. Job choice is based on career opportunities

20. Men and women partly study the same 20. Men and women study different subjects

subjects

21. Women and men teach young children 21. Women teach young children

In number seven it is said that careers are compulsory for men, optional for women. But in

Bangladesh women are also trying to self dependent. That’s why some women also considered

career as compulsory not optional.

These distinguished features of feminine and masculine society have helped me to analyze the

level of job satisfaction of female teachers in Bangladesh. The management of schools are always

in favour of the male teachers as they are considered as stronger than the female teachers. The
 33

male teachers are more money concerned than those of female teachers. So there is a clear

distinction between the nature of male and female define job satisfaction. In masculine culture

women are modest in nature and teach younger children. They are playing the role of ‘substitute

mothers’ in school as a teacher. On the other hand in masculine country male are assertive in

nature and prefer the challenging job. Even they are dominating symbol in management.

2.3 Conclusion

After reviewing the literature and theories on problems faced by females teachers we can say that

female problems might be a concept of social psychology, but depends on nature of organization,

society and economy. Organizational and social culture and specially gender role strongly

affects it. From organizational perspective, policy and administration of organization, culture of

that organization, working environment, supervisory style affects the job of female teachers.

Hierarchy is the part of organization which is linked with job satisfaction or dissatisfaction.

Findings of this study found that both male and female teachers are dissatisfied with centralized

administration. In terms of salary, education, promotion etc both male and female teachers are in

the same pole. It may cause them either satisfied or dissatisfied. So, Herzberg’s motivation

theories similarly have an effect on female teachers’ job in Rawalpindi. Like the teachers are

more satisfied to work under democratic, participative head teacher.

Linda Evan’s theory on problems faced by female teachers covers almost all these factors and to

her view the female teachers are not satisfied in Rawalpindi which is also revealed in the findings

chapter.
 34

From social context problems faced by teachers differs on gender perspective. The factors

affecting the female job satisfaction is working environment, interpersonal relation, and

supervision of boss( by the head teacher). For men salary and security of the job is most

important. Men more concerned with extrinsic rewards (most notably pay) women focusing more

on intrinsic rewards i.e. the satisfaction of teaching children. A large number of female teachers

come into this profession willingly. But men often saw teaching as an alternative rather than as

the main focus of their career aspiration. Job satisfaction differs a lot on gender perspective

because of social culture. In masculine society female teachers are less satisfied than their male

counterparts. Even in masculine society men are assertive ambitious and tough and women are

supposed to be tender and take care of relationship and they will teach the young children. In

such reality women prefer teaching profession compare to men.

Because of cultural differences, problems also differs between male and female based on

differences of region. Problems also differs because of economic condition of a country. People

will get more job satisfaction from a poor country where unemployment is serious problem.

Because job is not available there and people are satisfied with what they have got.

There is a linkage between motivation and culture. According to Hofstede “Motivation is an

assumed force operating inside an individual, including him or her to choose one action over

another. Culture as collective programming of the mind thus plays an obvious role in motivation.

Culture influences our behaviors but also the explanations we give for our behaviors. Thus an

American may explain putting in extra effort for her job by the money received, a French person

by her honor, a Chinese by mutual obligations, and a Dane by collegiality” Hofstede disagreed

with some on Herzberg’s findings. According to Herzberg motivating factors are work itself,
 35

achievement, recognition, responsibility and advancement. And hygiene factors, which have to be

present in order to prevent lack of motivation but cannot motivate by themselves, are company

policy and administration, supervision, salary and working condition. He assumed this distinction

to be a universal characteristic of human motivation. But after study across twelve European

countries on corporate Governance and Business goals 1997 Hofstedes found that in country.

contrary to Herzberg’s theory, rules as part of what Herzberg called “company policy and

administration” should not only be seen as hygiene . They can be real motivators in these

countries. In the similar way in countries “Supervision” should not be seen as hygiene factor

.When power distance are large, dependence on more powerful man is a basic need that can be a

real motivator. In Latin countries, the motivator could be labeled the boss in the sense of the

formally appointed superior, In Asian and African countries the motivator should rather be

labeled the master.

According to Hofstede’s study (2005) on national culture Bangladesh position is explicitly

identified. In power distanced index (PDI) Bangladesh score is 80 which is ranked 12 – 14. It

means that Bangladesh is a high power distance country. And in masculine index (MAS)

Bangladesh score 55 and it stands on rank 30 out of 74 countries. It indicates that Bangladesh is

also a masculine society and this masculinity might be a cause of dissatisfaction to the female

teachers in government owned primary schools in Bangladesh.

According to the hypothesis of this study because of poor salary structure both male and female

teachers are dissatisfied and findings of this study noticed that all the teachers of primary

education in Bangladesh are highly dissatisfied. But this findings does not matched with

Herzberg viewed salary as only hygiene not motivating factor. Actually Two factor theory of
 36

Herzberg developed in western countries. There is big difference of socioeconomic condition

between developed and developing countries. Because of this in western country salary might not

be a motivating factor for employee but in a developing country like Bangladesh salary is a vital

factor for job satisfaction.

This study also found that because of unfavorable working condition female teachers are more

dissatisfied than male teachers which were another hypothesis of this study. The opposite result

found in a study by Xin ma and Robert MacMilan (1999) Canada. They found female teachers

are more satisfied with working environment. This study also revealed that masculine culture

causes the female teachers less satisfied than those of the male teachers.

Hence, Harzberg, Linda Evans and Hofstedes idea helped me lot to analyze about job satisfaction

of female teachers in Bangladesh.

 37

CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

Research methodology is way to systemically solve the problem in this methodology various

steps are adopted .The steps in this research followed are:

This is quantitative research in which doing surveys to knowing out the problems of female

faculty in education sector. This research is both quantitative and qualitative type about problem

faced by female faculty in higher education sector. Study will being in Rawalpindi government

and private schools. Randomly selected 10 schools from Rawalpindi then stratified sampling

technique used.

Primary resources of data collection are used including survey techniques through structured

questionnaire. Questions were designed according to the scale: 1) yes 2) no 3) to some extent 4)

no response. It was self-reported survey in which respondents read the question and answer

according to their choice without researcher interference. . Data from these questionnaires can be

used to identify relationships between scores on the variables that the questionnaire is assumed to

measure and either performance on behavioral tasks, physiological measures taken during an

experiment, or even scores obtained from other questionnaires. Self-report measures are popular

for a number of reasons. . Firstly they represent an ‘efficient’ way (in terms of both time and cost)

of obtaining data. Secondly they can be easily implemented to large samples. Finally they can be

used to measure constructs that would be difficult to obtain with behavioral or physiological

measures. Descriptive statical type of study method used in this study which refers to the field

study that occurred in natural environment .stratified sampling techniques used for sampling. The
 38

sample size of 100 .As the population of area selected was no too large but rather sampling size

technique used for finding the sample size. Randomly selected 10 schools were selected for the

questionnaire.

The questionnaire wording was very simple and consist of personal and professional type

questions. Responses of 50 of teachers recorded. The responses are collected from teachers from

selected schools. The responses were entered analyzed in excel. The results were interpreted and

a detailed discussion is presented in the results section.

3.2 Source of data

The sources of data included both primary and secondary sources. With respect to primary

sources, the researcher collected information from female teachers, female principals, female co-

ordinator and administrations. On the other hand, the secondary sources were reports and

documents in Rawalpindi schools.

3.3 Study Population, Sample Size and Sampling Technique

The population of this study was 50 teachers from 10 private and government schools.. In

addition to this there are 14 school principals, 23 school vice principals. In order to obtain reliable

data for the study, 10 private and government schools are clustered in to four Cluster Resource

Centers (CRCs).To select the sample schools from the four Cluster Resource Centers the

stratified random sampling technique was employed. This method was employed on the

assumption that the same stratum is as similar as possible in respect of the characteristic of

interest with their neighbors. Then within each group, a simple random sampling (lottery method)

technique was used to select the sample schools. Thus, the researcher employed the random
 39

sampling techniques to select the primary schools of the town. Because of it is not simple to

enrich all primary schools in terms of time and resources. Therefore, the researcher employed

simple random technique to select the desired number of 2 nd cycle primary schools that

represents their town using lottery method. Even though some

primary schools were not be included, they have equal chance to be selected and the sampled

schools were represent other schools and deliver valuable information that represent those

primary schools that has lost the chance of being select. Based on this sampling technique 6

primary schools were selected from 14 primary 2nd cycle schools as the representative for the

town. To this end, 182(65.4 %) primary 2nd cycle teachers from 278 primary 2nd cycle teachers

were included the sample schools by using the simple random sampling technique. To determine

the total sample size of teachers drawn from the strata, the researchers used simple random

sampling from mathematical formula of Krejcie and Morgan (1970) and the stratified formula of

William (1977). Accordingly, 6 principals, 5 educational officials and 4 women and children

affairs were included in the sample by purposive sample technique.

3.4 Data Gathering Tools and Procedures

As indicated earlier, the objectives and basic questions of this study required the use of both

quantitative and qualitative data. Therefore, different procedures were employed to gather the

required data from the field. Various data collection instruments were developed and used in this

study. These included questionnaires, interview and document review. These instruments were

pre-tested at private and government schools.

3.4.1 Questionnaire
 40

To gather primary data for the study, questionnaire was developed based on review of the

literatures. The questionnaire was constructed in English because they expected able to read and

write in English language. The questionnaire consists of both open ended and close ended items.

Close ended questions such as Likert or rating scale were used because they are suitable for large

scale survey as they are quick for respondents to answer, they are easy to analyze using statistical

techniques, and they enables comparison to be made across group. Open ended items are suited to

allow a free response. It is also more appropriate to elicit sensitive information (Scmech &

Lewin, 2005). In general, structured questionnaire was used to gather the required information

about the extent of female teachers‟ participation in school leadership, Major organizational and

personal factors, the extent of female teacher‟ aspired in school leadership and strategies used to

in place female teachers in school leadership.

1. The first part of the questionnaire was designed to collect information on demographic

characteristics of respondents, like sex, marital status, number of children, academic

qualification, field of study and experience. The purpose of these variables were to provide some

basic back ground information pertaining to some sample population with the assumption that it

might have some kind of relationship with female teachers participation in school leadership.

2. The second part of questionnaire consists of 4 items and thought to elicit the extent of female

teachers‟ participation in school leadership. Respondents were requested to indicate the extent of

female teachers participation ranging from 1-5 (where 1=strongly disagree, 2=disagree, 3=

undecided, 4= agree, 5= strongly agree).

3. Part three focus on major organizational and personal factors that affect female teachers‟

participation in school leadership. Respondents were asked to indicate their degree of agreement
 41

51 using a five point Likert scale ranging from 1to 5 (where1=strongly disagree, 2=disagree,

3=undecided, 4=agree, 5=strongly agree). Additionally, open-ended question items were also

included. For this thirteen items were developed for respondents.

4. Part four part of the questionnaire the extent of female teachers aspires in school leadership

were prepared that respondents were requested to select a response ranging from 1to 5 (where

1=strongly disagree, 2=disagree, 3=undecided, 4=agree, 5=strongly agree). For this purpose, six

items were developed for teacher respondents.

5. In the fifth part of the questionnaire, strategies in place to promote female teachers

participation in school leadership where prepared that respondents were requested to select a

response of 2 option (yes or no). For this purpose five items were developed for respondents.

3.5 Document Analysis

In addition to questionnaire and interview, the researcher was prepared check list to collect

additional information about female teachers‟ participation in primary school 2nd cycle 52

leadership of Jimma town. In this case documents like: the past four years‟ quantitative data of

female participation in school leadership, strategic plan of women recruitment, promotion and

empowerment in their participation to primary school 2nd cycle leadership. This tool was used to

gather data that is supposed to be relevant to the first and second basic research questions of the

study. The first basic question inquires the extent to which female teacher to participate in school

leadership and major organizational and personal factors that affect female teachers‟ participation

in terms of securing primary school 2nd cycle leadership positions in the town. Thus, this
 42

requires the collection of statistical information from the archives, reports and other records of the

Town Education Officials (TEO) and Schools.

Documents existed in schools and Town Educational officials were also analyzed to respond to

the basic research questions especially designed that intended to guide the study.

3.6 Method of Data Analysis and Interpretation

The data collected through the aforementioned instruments were categorized and organized by

theme according to their conceptual similarity. Both the quantitative and qualitative data were

analyzed and then described or narrated based on the methods best suited to their nature.

Accordingly,

3.6.1 Quantitative Data

1. Frequency and percentage distribution were used to analyze various characteristics of the

sample population such as sex, marital status, number of children, academic qualification, field of

study and experience.

2. Frequency, mean score, standard deviation and independent sample t-test was employed to see

the statistical difference of the response of the two groups (male and female) respondents.

3.6.2 Qualitative Data

The data collected from the structured interview, the open ended questionnaires and document review

were analyzed and interpreted qualitatively. The hand written notes and discussion during interview was

transcribed and compiled in to themes. Finally, the overall course of the study was summarized,

conclusion was drawn and an optimal solution was recommended based on possible findings.
 43

CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

4.1 Introduction

The main purpose of this study to look into the way the teachers of government and private

schools think about their job problems they faced. For this purpose the management of the

schools realized the problems that females teacher faced during their job.

Fifty female teachers gave their opinion in this regard. Moreover, the civil servants related to the

management of schools were covered as respondents too. The researcher also talked to some

guardians of the students and a few members of the SMC (school managing committee) of the

studied schools. In this chapter the responses related only to the question what the job problems

are to teachers have attempted to analyze. The method of data analysis used here is mentioned in

data analysis section of chapter one. The unit of study, number and nature of the respondents has

also shown in data collection section of that chapter.

4.2 Hurdles faced by teachers

During field visit the research found diversified problems about job that a teacher faced. It was

also observed that some the respondents could very specifically articulate their problems they

faced but some were found confused to say whether they have problems with their jobs or not.

Some point they raised on which they are satisfied but some points according to their desire and

thinking. Because of this some definition made by them regarding hurdles faced by females

teachers is similar to causes of dissatisfaction.

 44

Using the date in Table 1 and the Figures from 1 to 20 we come to know these facts. Majority of

the respondents lie in the 26-40 age group having an experience of more than 10 years as can be

seen in Figure 1 and 2. Figure 3 undoubtedly shows that most respondents served in the private

sector. A majority of the respondents, 57% precisely, believed that they faced problems to some

extent, while 21% claimed they face a lot of problems – this is illustrated in figure 4. We also

discovered, from figure 5, that Parent’s attitude towards their daughters working in the education

sector was positive 87% of times while only 13% had a negative attitude towards their daughter

working in educational sector. Figure 6 plainly rules out relatives as a source of problem for

women working in the educational sector. Another positive aspect of the findings, from figure 7,

was that 67% of times women opted for this profession based on their interest and only 33%

respondents were in this profession for financial reasons. Figure 8 shows that 60% of the

respondents were married out of which 75% claimed that unmarried women face lesser problems

then married women (figure 9). Whereas figure 10 illuminates the fact that 76% of times the

husbands are supportive towards their wives working in the education sector. 52% of the married

respondents believed that their children are affected by the jobs of their mothers whilst 39%

believed that it happens in some cases as evident from figure 11. Figure 12 ascertains that 61% of

the respondent’s In-laws have a supportive attitude towards their daughter in law working in

education sector while only 31% have a conservative attitude. Although 41% of the respondents

believed that society doesn’t influence much on the female staff working in education sector but

figure 13 also establishes that 38% of the respondents believe that society has somewhat

influence. 74% of the respondents believe that they face transportation problems out of which

37% believe that they encounter many transport problems while the other 37% claims that they

face just a few transport problems as can be inferred from figure 14. Whereas figure 14 also
 45

shows that 26% of the respondents faced no transport problems. Under figure 15 57% of the

respondents consider that their salary and incentive packages are not satisfactory. Figure 16

evidently indicates that female staff encounters some problems while working with male staff and

figure 17 makes it clear that 52% of the respondents preferred to work with female management.

69% of the respondents, in figure 18, claim that their promotional system is a victim of

“Favouritism”. A very optimistic finding of this research is that 93% of the respondents find the

education sector of Bahawalpur good for them as figure 19 illustrates. Figure 20 highlights the

fact that 65% of the respondents face time management problems.

46
47
48
49
50
51
 52

4.3 Conclusion

Our topic is Problems faced by the women in educational sector, so we have conducted the

research which includes questionnaire, from different female employees, who are working in both

private and government sector. Our sources of collecting data were interviews, direct observation

and questionnaires. Most of our respondents lie between 26-40 and having an experience of more

than 10 years. From our different sources of information especially from interviews, we came to

know that there are some problems faced by the women. Most of the parents and certain relatives

are supportive towards their daughter encouraging them for this noble cause and some have their

personal interest. During our research we observed that most of the teachers are married and had

a remarkably good work experience in the education sector. All our respondents strongly believed

that the married women face greater challenges than unmarried women, but their husbands have

co-operative attitude towards their work life. The underlying problem of all the working married

women is that their children have been highly neglected. As far as unmarried working women are

concerned, they have some problems created by social setup but overall they are comfortable, as

we earlier discussed that their parents are supportive. But still they have problems such as

transportation and managing time between personal and social life. Most of our respondents

including both married and unmarried believed that their salary and promotion system is not

satisfactory for which they identified “Favouritism” as the number one cause. In spite of all the

facts, our research concludes that the education sector of Rawalpindi for female teacher is fairly

good and by easing up the difficulties on these women who are serving the nation and earning

their bread and butter through this noble profession we can play our part in the development of

our nation. We sincerely hope that our recommendations are useful in reducing the problems

encountered by these nation builders.

 53

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This study can be termed as a unique one. Because this is the only study ever found regarding to

the female teachers hurdles. To look into teacher problems are significant as it affects

performance. This study has tried to map out the problems faced by female teachers of schools in

Rawalpindi. Here, efforts are given to frame all the problems of female teachers. In this journey it

is also tried to mark the causes make the female teachers satisfied or dissatisfied. Some causes of

satisfaction have been identified by the female teachers and some are raised either by male or by

female teachers. The study findings have asserted in this section. The findings of this study may

trickle the thinking of the policy level people and can thus improve the female teachers’ job

hurdle level as well as improve the standard of education. The findings are as follows:

5.2 The findings of the study

1. The female teachers (100%) are highly dissatisfied with poor salary structure. It is found that

the schools teachers’ salary is highly poor in comparison to the existing daily commodity prices.

It does not motivate them to be dedicated to this profession. Irrespective of male and female as

well as rural and urban schools’ teachers are highly dissatisfied with the salary structure

According to the pay structure in 2002 the basic monthly salary of the assistant teachers those

who have training is 1875 taka ($32 approximately) and 1625 taka ($30 approximately)

(Recruitment Gazette: 2002). Salary must be consistent with present socio-economic condition.

It means one have to cope with the society with ones salary. At least living cost will be covered

by that salary. A range of salary must have capability to meet up one’s basic need in life. When
 54

one’s salary cannot meet up that, they have to look for other earning source. As most of the

teachers are highly dissatisfied with low salary they tried to more income by private teaching. In

some cases they get more amounts from private teaching than their monthly salary. It makes the

teacher less sincere towards their school teaching.

2. Most of the female teachers choose this profession willingly. On the other hand big number

male teachers do not like this profession and some male teachers are doing this job not to get

other better jobs. 68% female teachers come to this profession willingly as they like teaching.

Whereas only 32% male teachers come to this profession gladly. Actually in Rawalpindi female

teachers like to teach the young children. According to Hofstede in masculine society women

mainly teach younger children which is similar to findings of the study. As male like challenging

job this teaching profession is not preferred to them. Female teachers think themselves dignified

as well as satisfied. They are very innate to the students. They play the role of ‘substitute mother’

in primary school .As most of female teacher likes this profession it makes them satisfied and

help them to be sincere. That’s why female teachers prefer this profession compare than their

counterpart.

3 . A big number female teachers are satisfied with this profession because of permanency of the

job. Government job is always a secure job. The study found that 68% female teachers are

satisfied because of permanency of their job. The teachers told that this job is secure and stable

during their tenure of services and also have financial guarantee after retirement from the job as

there is provision of pension. Permanency of any job is directly linked with job satisfaction.

Permanency reduces tension and thus guaranteed devotion to the job. Pakistan is overpopulated
 55

country where unemployment is a big problem. In such reality a secure job is blessing for the

teachers. So female teachers are satisfied with their job.

4. The female teachers having higher degrees than the required qualifications are dissatisfied but

the teachers having minimum qualifications have found satisfied . The female can join to the

position having inferior qualification to the men candidates. Female teachers are getting favour in

required educational qualification. For male teachers the lowest criteria of educational

qualification are HSC whereas SSC is the educational target for female teachers. Such criteria

dissatisfied the male teachers and satisfied the female teachers in this regard. Moreover, 60%

posts are filled out by the female teachers. And at present government is trying to increase to

70:40 ratios. Because of this proposed policy of government the female teachers are happy. This

has been one of the most important factors to cause the male teachers dissatisfied while the

female teachers are satisfied to teaching with their academic qualification.

To get large number of female teacher, the required qualification for female candidate is lower

than those of male. But in practical field there are good numbers of higher educated female

teachers’ comparison to male teachers. So, proper recognition of academic qualification plays a

vital role in such problems.

5. Nepotism, favoritism and bribe are very common scene found in viva voice for recruitment

process in education. Because of this female teachers are dissatisfied. Posting or placement also

favored the candidates. The sfemale teachers are posted in their own localities. Sometimes central

administration asked bribe from the school teacher for suitable placement.
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5.3 Recommendations

 After completing our research we can say, there are problems in educational sectors for

women. There are certain desired actions which needed to be taken to eliminate these

problems. The basic purpose is to make the educational sector for women more

comfortable.

 The first thing that must be done is that the females who are interested in working in the

education sector should communicate with their parents regarding this matter and build

trust.

 Parents should support their daughters within the family because there are certain relatives

who create problems.

 There should not be pressure on young girls to join this sector for financial assistance for

their family.

 Our research suggests that married women face greater problems than unmarried women,

therefore the husbands should be supportive towards their wives.

 Children of the women are highly neglected therefore there is a need for Children Day

Care Centers in Pakistan.

 Society must support the working women. Social set-up should be made more convenient

for working women.

 There should be proper system of transportation by the schools so that it may be

comfortable for women to reach the school and home easily.

 Salaries should be increased; the female teachers should be given the incentives and

bonuses so that they should work with enthusiasm.

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 Promotion system should be made more purified and filtered so that each any person has

equal opportunity for promotion.

 It has been observed during our research that the female management causes more problems

for female staff that is why it is necessary that the females involve in the management should

broaden their thinking and make the working atmosphere more suitable.

 It is the duty of The District Government and all the social members of the society that they

should make educational sector of Rawalpindi excellent and take it to the standards of the big

cities.

5.4 Limitations
During this research we face a number of problems due to which the internal as well as external

validity of our Research findings are affected. These are as follows Firstly it was difficult for us

to cover the whole area of Rawalpindi. Then to some extent it was difficult to divide the different

educational area of Rawalpindi. Our research includes both the sectors that is Private and

Government; it was difficult for us to decide to which sector we should focus more. Some of the

respondents were not serious and irresponsibility to fill our questionnaire. As far as our

questioners are concerned, we were able to get our answers but during interviews and direct

observation some of the teachers hesitate to give answers, but we tried our level best to get the

available information. Many of the respondents were reluctant to mention their education, age

and personal information regarding the attitude of in-laws etc. A few female members were not

cooperative.
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5.5 Conclusion

Our topic is Problems faced by the women in educational sector, so we have conducted the

research which includes interviews, from different female employees, who are working in both

private and government sector. Our sources of collecting data were interviews, direct observation

and questionnaires. Most of our respondents lie between 26-40 and having an experience of more

than 10 years. From our different sources of information especially from interviews, we came to

know that there are some problems faced by the women. Most of the parents and certain relatives

are supportive towards their daughter encouraging them for this noble cause and some have their

personal interest. During our research we observed that most of the teachers are married and had

a remarkably good work experience in the education sector. All our respondents strongly believed

that the married women face greater challenges than unmarried women, but their husbands have

co-operative attitude towards their work life. The underlying problem of all the working married

women is that their children have been highly neglected. As far as unmarried working women are

concerned, they have some problems created by social setup but overall they are comfortable, as

we earlier discussed that their parents are supportive. But still they have problems such as

transportation and managing time between personal and social life. Most of our respondents

including both married and unmarried believed that their salary and promotion system is not

satisfactory for which they identified “Favouritism” as the number one cause. In spite of all the

facts, our research concludes that the education sector of Rawalpindi for female teacher is fairly

good and by easing up the difficulties on these women who are serving the nation and earning

their bread and butter through this noble profession we can play our part in the development of

our nation. We sincerely hope that our recommendations are useful in reducing the problems

encountered by these nation builders.

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