Chapter four

Presentation of study findings

4.0 introduction of the study

This section presents the study findings inline with study objectibes.

4.1 Objective i: To examine the socio-cultural factors that influence the representation of female teachers in the upper primary section

In exploring societal perceptions, respondents highlighted that male teachers are often viewed as more authoritative and better suited to handle upper primary classes, especially due to discipline issues. One head teacher explained that “parents and even school management sometimes trust male teachers more with upper classes because they think they are firmer.” In contrast, female teachers are often perceived as less strict, which may limit their opportunities in upper primary sections.

Regarding traditional expectations, several respondents pointed out that women are expected to prioritize family responsibilities over career advancement. One female teacher stated that “many women hesitate to take upper primary classes because they require more time for lesson preparation and marking, which conflicts with family duties.” Another added that “marriage and childcare responsibilities discourage some women from pursuing or remaining in upper primary teaching.”

During the interviews, the researcher further probed socio-cultural influences shaping the representation of female teachers in upper primary, and a number of deeper insights emerged. When asked about cultural beliefs and gender roles, several respondents emphasized that community norms strongly associate women with nurturing roles, which limits their placement in upper primary. One teacher explained that “in most cases, women are expected to handle lower classes because they are seen as motherly and more patient with young children, while upper primary is viewed as needing firmness and strictness, which is associated with men.” Another respondent added that “even when a woman is capable, the assumption is already there that she may not manage older pupils effectively.”

In relation to societal perceptions, respondents highlighted that authority in the classroom is often gendered. A head teacher noted that “male teachers are often respected more by learners and parents when it comes to upper primary, especially because of discipline issues. This perception affects how roles are assigned in schools.” Similarly, one female teacher shared that “sometimes students themselves respond differently; they tend to fear male teachers more, which makes it easier for men to be assigned upper classes.” This suggests that societal attitudes not only influence administrative decisions but also classroom dynamics.

Further discussions revealed that cultural expectations around women’s roles in the family significantly affect their professional choices. One interviewee stated that “women are expected to be available for family responsibilities like childcare and household duties, so taking up upper primary classes, which require more time and commitment, becomes difficult.” Another teacher added that “some husbands or families may not support women taking on demanding roles, especially those that extend beyond school hours.”

Religious and traditional beliefs were also mentioned as contributing factors. In some communities, it was noted that women are expected to be modest and less assertive, which may conflict with the perceived demands of managing upper primary learners. A respondent remarked that “upper primary teaching requires confidence and sometimes strict discipline, but some cultural beliefs discourage women from being too authoritative.”

Additionally, gender stereotypes were found to influence career progression. One teacher observed that “from the beginning, female teachers are often directed towards lower classes, so they gain less experience in upper primary, which later affects their chances of being considered for those positions.” This creates a cycle where women remain underrepresented due to limited exposure and opportunity.

The issue of role models also emerged in the discussions. Some respondents pointed out that the lack of female teachers in upper primary reduces inspiration for others. One participant stated that “when younger female teachers do not see women in upper primary, they also feel it is not their place.”

The interviews reinforce that socio-cultural factors including gender norms, societal perceptions of authority, family expectations, religious influences, and entrenched stereotypes play a significant role in shaping the representation of female teachers in upper primary sections. These factors not only affect opportunities but also influence confidence, motivation, and long-term career trajectories of female teachers, the interviews reveal that deeply rooted cultural norms, gender stereotypes, and societal expectations significantly influence the underrepresentation of female teachers in upper primary sections.

4.2 Objective ii: To assess institutional and policy-related barriers affecting the recruitment, promotion, and retention of female teachers in upper primary schools

On promotion practices, participants emphasized that school leadership and administrative decisions play a critical role. A head teacher remarked that “promotion to upper primary or leadership roles often depends on the head teacher’s perception, and sometimes male teachers are favored due to beliefs about competence and authority.”

Institutional structures were also found to influence retention. Some respondents highlighted that lack of supportive policies, such as flexible working arrangements, makes it difficult for female teachers to remain in upper primary roles. One teacher explained that “there are no clear policies to support women with family responsibilities, so many prefer to remain in lower classes where the workload is lighter.”

Additionally, limited access to professional development opportunities was cited as a barrier. Some teachers reported that training programs are not always equally accessible, which affects women’s preparedness and confidence to take on upper primary roles.

Further interviews with teachers and head teachers revealed deeper insights into the institutional and policy-related barriers influencing the recruitment, promotion, and retention of female teachers in upper primary sections. When discussing recruitment practices, several respondents indicated that although official policies promote equal opportunity, informal biases often shape final decisions. One head teacher noted that “even when women apply, school administrators may still lean towards male candidates for upper primary because they are perceived to be better at handling discipline and examination classes.” Another teacher added that “there are no written rules excluding women, but the mindset during selection sometimes favors men.”

In relation to promotion, respondents highlighted a lack of clear and transparent criteria for assigning teachers to upper primary or leadership roles. One participant explained that “promotion is sometimes based on personal judgment rather than structured guidelines, and this can disadvantage female teachers.” A female teacher further remarked that “even when women perform well, they are not always considered for upper primary or senior roles because of assumptions about their availability and commitment.”

Regarding retention, respondents emphasized the absence of supportive workplace policies tailored to the needs of female teachers. For instance, one teacher noted that “there are no flexible arrangements for women with young children, so many prefer to stay in lower classes where the workload is manageable.” Another added that “schools rarely consider personal circumstances when assigning upper primary roles, which discourages some women from taking or staying in those positions.”

The issue of workload distribution was also raised as an institutional concern. Participants indicated that upper primary teachers often handle examination classes, which come with additional pressure and responsibilities. A respondent explained that “upper primary teachers are expected to produce good results, and this pressure is sometimes not balanced with adequate support, making it less attractive for female teachers.”

Access to professional development opportunities was another critical factor discussed. Some teachers reported that training and workshops relevant to upper primary teaching are not always equitably distributed. One participant stated that “sometimes male teachers are prioritized for training in upper primary subjects, which gives them an advantage in promotion and retention.” This unequal access limits the preparedness and confidence of female teachers to take on upper primary roles.

Additionally, respondents pointed out that policy implementation gaps exist, even where gender-inclusive policies are in place. A head teacher remarked that “policies may exist at higher levels, but at the school level, they are not always enforced or monitored, so inequalities persist.”

In conclusion, the extended interviews reveal that institutional and policy-related barriers such as implicit bias in recruitment, lack of transparent promotion criteria, unsupportive leadership practices, heavy workload demands, limited access to professional development, and weak policy implementation significantly affect the recruitment, promotion, and retention of female teachers in upper primary schools. Addressing these challenges requires not only the formulation of inclusive policies but also their effective implementation and monitoring at the school level, the findings indicate that institutional practices, leadership decisions, and policy gaps contribute significantly to the limited representation of female teachers in upper primary sections.

4.3 Objective iii: To explore the personal and professional challenges that discourage female teachers from taking up or remaining in upper primary teaching positions

Finally, the interviews examined the personal and professional challenges faced by female teachers. Respondents identified workload as a major issue, with upper primary teaching involving extensive lesson preparation, marking, and examination responsibilities. One teacher stated that “upper primary has a heavy workload, and it becomes difficult to balance with personal and family obligations.”

Classroom management was also highlighted as a challenge. Some female teachers expressed concerns about handling older pupils, particularly in large classes. A respondent noted that “managing discipline in upper primary can be stressful, especially when classes are large and resources are limited.”

In terms of professional factors, limited training and support in handling upper primary content and learners were mentioned. Some teachers felt that they lacked adequate preparation to confidently teach upper classes, which discouraged them from taking up such roles.

Personal factors such as family responsibilities, maternity, and work-life balance further influenced decisions to leave upper primary positions. One respondent explained that “many women move to lower classes because they are less demanding and allow more time for family.”

Additionally, some teachers pointed out that stress and lack of recognition in upper primary roles contribute to low motivation. This leads some female teachers to seek alternative roles or remain in lower sections where the pressure is perceived to be lower.

The interviews further revealed a range of personal and professional challenges that significantly influence female teachers’ decisions regarding upper primary teaching. When discussing personal challenges, many respondents highlighted the difficulty of balancing professional responsibilities with family obligations. One female teacher explained that “upper primary requires extra time for lesson preparation, marking, and remedial teaching, yet as a mother, I am also expected to take care of my family after school.” Another added that “it becomes overwhelming to manage both roles effectively, so some of us prefer lower classes which are less demanding.” This indicates that competing domestic responsibilities play a major role in limiting women’s participation in upper primary.

Additionally, confidence and self-perception emerged as important personal factors. Some respondents noted that female teachers may doubt their ability to handle older learners, especially in subjects perceived as difficult. One participant stated that “some women feel they are not strong enough to control upper primary classes, especially where learners are more challenging.” This perception, often shaped by societal expectations, can reduce willingness to take up such roles.

From a professional perspective, workload was consistently identified as a major discouraging factor. Respondents emphasized that upper primary teaching involves heavy responsibilities, particularly in examination classes. One teacher noted that “there is a lot of pressure to produce good results in national exams, and this comes with extra teaching hours, revision sessions, and close monitoring of learners.” Another added that “this pressure can be stressful, and without adequate support, it discourages many female teachers.”

Classroom management challenges were also frequently mentioned. Participants explained that upper primary learners can be more difficult to manage due to their age and behavior. A respondent shared that “handling discipline in upper primary is not easy, and some female teachers feel they are not given enough support when dealing with difficult learners.” This lack of support contributes to reluctance in taking on such roles.

Limited access to relevant training and professional development opportunities further compounds these challenges. Some respondents indicated that they had not received sufficient training in upper primary subject content or teaching strategies. One teacher remarked that “without proper training, it becomes hard to teach confidently, especially in subjects like mathematics and science.” This gap in skills development reduces both competence and motivation.

Another issue raised was the lack of mentorship and peer support. Female teachers reported that there are few role models or mentors to guide them in upper primary teaching. One participant stated that “if there were more experienced female teachers in upper primary, it would encourage others, but currently the support system is limited.”

Work environment and motivation were also highlighted as influencing factors. Some respondents pointed out that limited incentives, recognition, and career progression opportunities reduce their willingness to remain in upper primary. A teacher explained that “the effort required in upper primary is high, but the rewards are not different from other classes, which makes it less motivating.”

Finally, emotional and physical strain was noted as a challenge. Respondents described upper primary teaching as demanding and sometimes exhausting. One interviewee shared that “the combination of large classes, high expectations, and long hours can lead to burnout, especially for female teachers who already have multiple responsibilities.”

The interviews demonstrate that female teachers face a complex interplay of personal and professional challenges including work-life balance constraints, self-confidence issues, heavy workloads, classroom management difficulties, limited training opportunities, lack of mentorship, low motivation, and emotional strain. These factors collectively discourage many from taking up or remaining in upper primary. The interviews further reveal that a combination of heavy workload, classroom challenges, limited professional support, and personal responsibilities significantly discourages female teachers from taking up or remaining in upper primary teaching positions.

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.0 Discussion

This section presents discussion, conclusion and recommendations

5.1 Discussion

The discussions were presented in line with study objectives;

5.1.1 To examine the socio-cultural factors that influence the representation of female teachers in the upper primary section

During the interviews, the researcher sought to understand how socio-cultural beliefs and gender roles shape the participation of female teachers in upper primary teaching. When asked how cultural beliefs and gender roles affect women’s chances of teaching in upper primary, one teacher noted that “in our community, women are often seen as more suitable for lower classes because they are believed to be more caring and patient with younger children.” Another respondent added that “upper primary is considered more demanding, and culturally, men are seen as stronger and better able to control older pupils. This view was also in line with Zickafoose et al., (2024) who asserts that societal norms and expectations regarding women’s roles have historically placed them in domestic and caregiving responsibilities, which in turn limit their access to education and professional development, despite women comprising more than 60% of the teaching workforce in many countries, they remain underrepresented in upper primary, secondary, and leadership positions. In Sub-Saharan Africa, for example, women make up only 23% of secondary school teachers and an even smaller proportion in school leadership roles.

In exploring societal perceptions, respondents highlighted that male teachers are often viewed as more authoritative and better suited to handle upper primary classes, especially due to discipline issues, this view was also in line with Leibbrandt et al., (2025) who asserts that cultural norms dictate that women prioritize family responsibilities over professional ambitions, which directly impact their career advancement, Kenya and similar contexts, women often face resistance when aspiring for positions perceived to be male-dominated, such as upper primary or administrative teaching roles.

Regarding traditional expectations, several respondents pointed out that women are expected to prioritize family responsibilities over career advancement, this view was also shared by Yasser, (2025) who stated that religious beliefs also play a critical role. In some conservative communities, religious interpretations restrict women’s roles to the private sphere, making teaching at higher levels, particularly in mixed-gender settings, culturally inappropriate, in some Islamic contexts, families and communities oppose women teaching adolescent boys, which significantly reduces the pool of female teachers available for upper primary and secondary levels.

During the interviews, the researcher further probed socio-cultural influences shaping the representation of female teachers in upper primary, and a number of deeper insights emerged. When asked about cultural beliefs and gender roles, several respondents emphasized that community norms strongly associate women with nurturing roles, which limits their placement in upper primary, this was also in line with Muwonge et al. (2019) found that many women drop out of teacher training colleges due to pregnancy or early marriage, limiting the number of qualified female teachers. This issue is further compounded by lack of maternity support and child care facilities, which discourage mothers from returning to or continuing in the profession.

In relation to societal perceptions, respondents highlighted that authority in the classroom is often gendered. A head teacher noted that “male teachers are often respected more by learners and parents when it comes to upper primary, especially because of discipline issues. This perception affects how roles are assigned in schools.” Similarly, one female teacher shared that “sometimes students themselves respond differently; they tend to fear male teachers more, which makes it easier for men to be assigned upper classes.” This suggests that societal attitudes not only influence administrative decisions but also classroom dynamics, this view was also inline with Adams, & Baddianaah, (2023) who asserts that fewer girls are motivated to pursue teaching careers beyond the primary level, socio-cultural factors such as traditional gender roles, religious beliefs, societal expectations, and gender stereotypes continue to hinder the equitable representation of female teachers, especially in higher-level teaching and leadership positions.

5.1.2 The institutional and policy-related barriers affecting the recruitment, promotion, and retention of female teachers in upper primary schools

The researcher further explored institutional and policy-related challenges affecting female teachers. When asked about recruitment challenges, respondents indicated that although recruitment policies may appear gender-neutral, implicit biases still exist. this was also further in line with Adeniran et al., (2023) Efforts toward gender equality in education, systemic challenges embedded in institutional practices and weak policy implementation continues to disadvantage women, One key institutional barrier is the lack of gender-sensitive recruitment and promotion procedures, while women make up over 60% of the global teaching workforce at the primary level, they are underrepresented in upper primary and leadership roles due to biased recruitment and promotion systems that often favor men.

On promotion practices, participants emphasized that school leadership and administrative decisions play a critical role this was also further highlighted by Wang, Nwabuoku, Zhang, & Osabohien, (2023) Promotion criteria within educational institutions often lack transparency and are not aligned with the unique needs of female educators, women are frequently evaluated against standards that overlook their dual responsibilities at work and home. Policies that fail to accommodate maternity leave, flexible working hours, or breastfeeding provisions act as deterrents to career progression.

Institutional structures were also found to influence retention. Some respondents highlighted that lack of supportive policies, such as flexible working arrangements, makes it difficult for female teachers to remain in upper primary roles, this finding were also in line with Oduro, Parker, & Mensah, (2024) who asserts that the absence of effective gender mainstreaming in educational policies further exacerbates the issue. Although many countries, including Uganda, have ratified international frameworks such as the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), the practical implementation of these policies at institutional levels remains weak, only a few education systems in Sub-Saharan Africa have comprehensive policies promoting gender equality in teacher management, particularly in rural postings where female teachers are least represented.

Interviews with teachers and head teachers revealed deeper insights into the institutional and policy-related barriers influencing the recruitment, promotion, and retention of female teachers in upper primary sections. When discussing recruitment practices, several respondents indicated that although official policies promote equal opportunity, informal biases often shape final decisions. One head teacher noted that “even when women apply, school administrators may still lean towards male candidates for upper primary because they are perceived to be better at handling discipline and examination classes.” Another teacher added that “there are no written rules excluding women, but the mindset during selection sometimes favors men.” This finding was also in line with Wamahiu (2012) who asserts that workplace harassment and lack of institutional support also contribute to poor retention of female teachers. UNESCO (2018) reports that in many countries, female teachers face sexual harassment, intimidation, and lack of mentorship, especially in male-dominated environments such as upper primary schools. These experiences often lead to burnout, low morale, or early resignation.

Institutional leadership and school management practices were also identified as key influencing factors. Some respondents pointed out that the attitudes of head teachers significantly determine whether female teachers are given opportunities in upper primary. One interviewee stated that “if the head teacher believes in gender equality, more women are given opportunities, but where such support is lacking, women remain in lower classes.” This suggests that leadership style and administrative priorities play a critical role in shaping teacher distribution, this view was also inline with Ombuya et al., (2012).who asserts that posting policies that assign female teachers to remote or insecure areas without adequate housing or family support structures discourage many from remaining in the profession or accepting promotions, female teachers in rural areas of Uganda face greater challenges due to poor infrastructure, lack of transportation, and family separation, which adversely affects retention, institutional and policy-related barriers such as gender-biased recruitment and promotion practices, weak enforcement of gender policies, inadequate support structures, and lack of professional development opportunities significantly constrain the recruitment, promotion, and retention of female teachers in upper primary schools.

5.1.3 The personal and professional challenges that discourage female teachers from taking up or remaining in upper primary teaching positions

The interviews examined the personal and professional challenges faced by female teachers. Respondents identified workload as a major issue, with upper primary teaching involving extensive lesson preparation, marking, and examination responsibilities. One teacher stated that “upper primary has a heavy workload, and it becomes difficult to balance with personal and family obligations, this view was also in line with Mwiria (2018) who asserts that many female teachers struggle to balance teaching responsibilities with domestic roles, particularly in patriarchal societies where women are expected to prioritize family over career. This dual burden has been linked to high attrition rates among female teachers, especially those posted to rural or distant schools.

The study findings further assert that Classroom management was also highlighted as a challenge. Some female teachers expressed concerns about handling older pupils, particularly in large classes. A respondent noted that “managing discipline in upper primary can be stressful, especially when classes are large and resources are limited, this was also in line with Njeri and Kimathi (2020) who asserts that in Kenya found that female teachers face limited opportunities for promotion, lack of mentorship, and gender bias in school leadership appointments, which demotivates many from pursuing or staying in upper primary roles. Moreover, school postings often place female teachers in environments lacking adequate facilities, safety, and housing, especially in remote areas an issue emphasized.

The interviews further revealed a range of personal and professional challenges that significantly influence female teachers’ decisions regarding upper primary teaching. When discussing personal challenges, many respondents highlighted the difficulty of balancing professional responsibilities with family obligations. One female teacher explained that “upper primary requires extra time for lesson preparation, marking, and remedial teaching, yet as a mother, I am also expected to take care of my family after school.” Another added that “it becomes overwhelming to manage both roles effectively, so some of us prefer lower classes which are less demanding.” This indicates that competing domestic responsibilities play a major role in limiting women’s participation in upper primary this was also inline with Muhwezi et al. (2021), who noted that nearly 40% of female teachers in rural Uganda left their positions due to insecurity and poor accommodation conditions.

confidence and self-perception emerged as important personal factors. Some respondents noted that female teachers may doubt their ability to handle older learners, especially in subjects perceived as difficult. One participant stated that “some women feel they are not strong enough to control upper primary classes, especially where learners are more challenging.” This perception, often shaped by societal expectations, can reduce willingness to take up such roles.

5.2 Conclusion

The study concludes that the representation of female teachers in upper primary sections is significantly shaped by deeply rooted socio-cultural beliefs, gender norms, and societal expectations within the community. The findings reveal that women are predominantly perceived as more suitable for lower primary classes due to their nurturing and caring nature, while upper primary teaching is culturally associated with authority, strictness, and discipline traits often attributed to men. These perceptions are reinforced by parents, learners, and school administrators, thereby influencing staffing decisions and limiting opportunities for female teachers. Furthermore, traditional expectations that prioritize women’s roles in family care, including marriage, childcare, and household responsibilities, constrain their ability to take on the demanding workload associated with upper primary teaching. Cultural and religious beliefs that discourage assertiveness among women, coupled with entrenched gender stereotypes and limited role models, further perpetuate their underrepresentation. Consequently, these socio-cultural factors not only restrict access and participation but also affect female teachers’ confidence, motivation, and career progression, creating a cycle that sustains gender disparities in upper primary education.

The study concludes that institutional and policy-related factors play a significant role in shaping the recruitment, promotion, and retention of female teachers in upper primary schools. Despite the existence of formally gender-neutral policies, the findings reveal that implicit biases and subjective decision-making processes continue to disadvantage female teachers, particularly during recruitment and promotion. School leadership and administrative discretion were found to heavily influence teacher placement, often favoring male teachers due to entrenched perceptions of authority, discipline, and competence. Furthermore, the absence of clear and transparent promotion criteria limits equal opportunities for career advancement among female teachers. The study also established that unsupportive institutional structures such as lack of flexible working arrangements, heavy workload demands associated with upper primary classes, and inadequate consideration of personal circumstances discourage female teachers from taking up or remaining in these roles. In addition, unequal access to professional development opportunities and weak implementation of gender-inclusive policies further undermine women’s preparedness, confidence, and retention. Overall, the findings demonstrate that systemic institutional practices, leadership attitudes, and policy implementation gaps collectively contribute to the persistent underrepresentation of female teachers in upper primary sections.

The study concludes that female teachers’ participation in upper primary teaching is significantly constrained by a combination of interrelated personal and professional challenges. The findings reveal that heavy workload demands particularly those associated with examination classes, extensive lesson preparation, and continuous assessment create substantial pressure that is difficult to balance with family and domestic responsibilities. This imbalance is further compounded by personal factors such as maternity obligations, childcare, and broader expectations of women’s roles within the household. Additionally, issues of self-confidence and perceived competence, especially in managing older learners and teaching complex subjects, reduce many female teachers’ willingness to take up or remain in upper primary roles. Professionally, challenges such as limited access to targeted training, inadequate mentorship, insufficient administrative support, and difficulties in classroom management particularly in large or resource-constrained settings further discourage their engagement. The lack of recognition, incentives, and clear career progression opportunities also contributes to low motivation, while the emotional and physical strain associated with upper primary teaching increases the risk of burnout.

5.3 Recommendations of the study

Based on the study findings, several recommendations are proposed to address the socio-cultural, institutional, and personal barriers limiting the representation of female teachers in upper primary sections. First, there is a need for community sensitization programs to challenge and transform deeply rooted gender stereotypes and cultural beliefs that associate women with lower primary roles and men with authority in upper primary. Schools, in collaboration with local leaders and stakeholders, should promote positive attitudes towards female teachers’ capabilities in managing upper primary classes and provide visible role models to inspire confidence among women.

Secondly, education authorities and school management should strengthen the implementation of gender-responsive policies by ensuring fairness and transparency in recruitment, promotion, and teacher deployment processes. Clear and objective criteria should be established to minimize bias, while regular monitoring should be conducted to ensure compliance with gender equity principles. Additionally, school leaders should be trained on gender-sensitive leadership practices to foster inclusive and supportive work environments.

Thirdly, institutions should introduce supportive workplace policies such as flexible working arrangements, consideration of maternity needs, and balanced workload distribution to enable female teachers to effectively manage both professional and family responsibilities. Reducing excessive workload in upper primary, particularly in examination classes, and ensuring equitable allocation of duties can enhance retention.

Furthermore, there is a need to expand access to targeted professional development programs, mentorship, and capacity-building initiatives specifically designed to equip female teachers with the skills and confidence required for upper primary teaching. Establishing mentorship networks and peer support systems can also help address issues of self-confidence and professional isolation.

Finally, schools and policymakers should introduce motivation and retention strategies, including recognition, incentives, and clear career progression pathways for teachers in upper primary. Improving working conditions, providing adequate teaching resources, and offering psychosocial support can reduce stress and burnout. Addressing these factors holistically will contribute to increasing the participation, retention, and advancement of female teachers in upper primary education.

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FOCUS GROUP DISCUSSION

How do cultural beliefs and gender roles in your community affect women’s chances of teaching in the upper primary section?

In your view, how does society’s perception of male and female teachers differ in relation to teaching upper primary classes?

What traditional or community expectations do you think discourage women from pursuing or staying in upper primary teaching positions?

What challenges do female teachers face during the recruitment process for upper primary teaching positions?

How do school policies and practices influence the promotion of female teachers to higher positions in upper primary?

In what ways do institutional structures affect the retention of female teachers in upper primary sections?

What personal challenges do female teachers experience that make it difficult to take up or remain in upper primary teaching roles?

How do professional issues such as workload, training opportunities, or classroom management affect women’s willingness to teach in upper primary?

What specific factors make some female teachers leave upper primary positions for lower sections or other alternatives?

Interview Guide (Key Informant / Individual Interviews)

Section A: Background Information

How long have you been teaching?

Which class levels do you currently teach?

Section B: Socio-Cultural Factors

(Objective I)

In your opinion, how do community cultural beliefs influence women’s participation in upper primary teaching?
How do gender roles in society affect female teachers’ involvement in upper primary classes?
What are the common perceptions of parents and community members regarding female teachers teaching upper primary learners?
How do domestic responsibilities (e.g., childcare, family roles) affect female teachers’ ability to teach upper primary?
To what extent do traditional attitudes towards women in leadership influence their representation in upper primary sections?
Probes: Can you give examples? How does this affect teacher placement?

Section C: Institutional and Policy-Related Barriers

(Objective II)

What is your view on recruitment practices for upper primary teachers—are they fair to both men and women?
How do promotion opportunities differ between male and female teachers?
Are there policies in place that support female teachers’ career advancement? If yes, how effective are they?
How do school policies address gender equality in teacher deployment?
What institutional challenges affect the retention of female teachers in upper primary?
Probes: Leadership attitudes? Transparency? Work environment?

Section D: Personal and Professional Challenges

(Objective III)

How does workload in upper primary affect female teachers’ willingness to teach at that level?
How do female teachers balance family responsibilities with upper primary teaching demands?
What professional development opportunities exist for female teachers in upper primary?

Research consultancy