Work Situations of Women Teachers in Rural Primary Schools of North Shoa Zone in Amhara Region: Challenges And Opportunities
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Date
2010-06
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Addis Ababa University
Abstract
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.
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Keywords
Work Situations of Women, Teachers in Rural Primary Schools