Influence of gender stereotypes on educational aspirations of female teachers in secondary and primary: a case study of Hoima east division, Hoima city-Uganda.

Abstract

The study examined the influence of gender stereotypes on educational aspirations of female teachers in Hoima East Division in Hoima City, Uganda. A phenomenology Research design was adopted while executing the study. The respondents of the study were qualified female teachers for primary and secondary schools, women and men in management positions, and the Education department district officials. In collecting data, the researcher used interview guides and Focus Group Discussion guides. The specific focus of the study was to examine the impact of traditional gender roles and occupational stereotypes on educational aspirations of female teachers. The findings under objective one and two indicated that female teachers’ educational aspirations are affected both by traditional gender roles and occupational stereotypes. Traditional gender roles subject female teachers to nurturing and caregiving roles, they are often occupied with domestic chores and looking after children while others have developed low self-confidence and self-doubt in themselves whereas occupational stereotypes encourage discrimination in furthering educational aspirations, underrepresentation of female teachers in leadership positions which consequently lead to lack of role models. The researcher therefore recommended that government should enact and enforce gender equality laws in the education sector to reduce on the effects of traditional gender roles by ensuring equal opportunities for professional development and leadership roles. It should also allocate funds specifically for scholarships, grants and professional development programs aimed at empowering female teachers to pursue advanced education and leadership training so that they overcome the hindrances emanating from gender roles. National Policy makers in the Ministry of Gender, Local government, Community leaders and Religious leaders should work together to develop policies that mandate gender balance in hiring practices, promotions, and professional development opportunities within the education sector and establish monitoring mechanisms to track progress towards gender equality goals and hold educational institutions accountable for discriminatory practices. In addition, school administrators should ensure that evaluation and promotion processes are transparent and free from gender bias by using standardized criteria and diverse selection committees. They should also foster an inclusive workplace culture that actively supports and encourages female teachers to pursue further education and leadership roles.