Work Situations of Women Teachers in Rural Primary Schools of North Shoa Zone in Amhara Region: Challenges And Opportunities

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Addis Ababa University


The purpose of this study was to assess work situations of rural primary school women teachers in relation to challenges and opportunities. It was conducted in North Shoa Zone of Amhara Region using mixed approachboth quantitative and qualitative methods. Three data collecting instruments: questionnaires, interview and FGD were used. The sources of data were 180 Primary school female teachers, 18 principals, 18 cluster resource center supe rvisors, 20 education experts, 7 TARs, 6 heads of WEOs, 6 WWAOs heads and 6 PTA members selected by using simple random and purposive sampling techniques. The major findings of the study were community's lack of confidence in female teachers' performance, poor administration capacities of principals and CRC supervisors in getting women teachers benefited from affirmative actions and danger of sexual harassment that challenged rural primary school women teachers in their day-to-day performances. The existence of priority during recruitment, placement, transfer and leadership positions and recognition of their rights though limited in coverage were found to be opportunities to female teachers. Finally, to minimize problems facing rural primary school female teachers, mobilizing the community for cooperation, the need for short and long term trainings and harmonized working conditions between WEOs and WWAOs were forwarded to empower female teachers consistently.



Work Situations of Women, Teachers in Rural Primary Schools