A Qualitative Study on Female Teachers’ Performance Working in Government Girls and Boys Primary and Elementary Schools

Abstract

Teachers’ performance directly affects how well lessons are taught and learned by students in the classroom. The aim of the study was to explore the female teachers’ problems, co-education outcomes, and factors affecting teachers’ performance working in girls’ and boys’ primary and elementary schools in the public sector. The nature of the study was qualitative, and we deployed the phenomenology research design in the present inquiry. A sample of 20 primary and elementary school managers (school heads, DEOs EE-M/F, Dy. DEOs & AEOs) was selected using the purposive sampling technique from the district Mandi Bahauddin. The data were collected using semi-structured interviews. For data analysis, we applied a thematic data analysis technique. After analysis, it was revealed that female teachers feel more comfortable teaching female students, and factors, including extra funding, incentives, training chances, senior officers' actions, and the gender of the pupils significantly affect their performance in schools. Based on the study’s findings, we suggest that female teachers should be given the preference to teach in female schools.