Analysis of Positive Discrimination with Female Teachers of Elementary Schools

Author(s) : Rabia Aslam, Dr. Muhammad Uzair-ul-Hassan

Abstract:

In the research paper positive discrimination with female elementary teachers has been idiosyncratically analyzed. To widen employment opportunity as well as to positively discriminate females in Punjab, Pakistan, female teachers have been inducted in male schools where only male teachers were teaching to male students. The process of including females in male schools definitely is an encouragement but it is more interesting to investigate to what extent male teachers and heads allow them to work more autonomously within co-staffed schools. The study intends to identify the gaps if exist and need to fill them to discriminate positively with newly inducted female teaching staff in public schools. Data were collected through questionnaires using convenient sampling technique from 118 female teachers inducted in public schools located in Punjab, Pakistan. Factors upon which the gaps were identified included time-suppleness, workload, appreciations, value opinion, favorable policy, male behavioral dominance, female confinement, affections to children, privileges prearranged. The result of the study suggests that notwithstanding inducting women in male elementary schools is encouraging movement but still gaps exists which need to be filled to discriminate female teachers positively.