ضلع راجن پور کی خواتین اساتذہ کو دورانِ ڈیوٹی سکول کی چار دیواری کے اندر درپیش مخصوص نسوانی مسائل اور ان کا حل: ایک مطالعاتی سروے

Gender-Specific Challenges Faced by Female Teachers Within the Boundaries of School Premises During Duty Hours in District Rajanpur and Their Solutions: A Survey-Based Study

Abstract

This research investigates the gender-specific challenges experienced by female teachers within school premises in District Rajanpur, a socially and geographically marginalized region of South Punjab, Pakistan. Through comprehensive surveys and qualitative interviews with female teachers from both government and private schools, the study highlights a range of issues rooted in socio-cultural norms, administrative inefficiencies, and inadequate gender-sensitive infrastructure. The findings reveal that female teachers frequently encounter the absence of separate and functional washroom facilities, lack of dedicated rest areas or staffrooms, and harassment by male colleagues or visitors. Limited access to clean drinking water and inadequate maternity or health facilities further compound their difficulties. Many teachers are also overburdened with non-teaching duties such as administrative tasks and participation in government campaigns, which disrupt their work-life balance and professional focus. Cultural barriers and conservative attitudes among the local population subject female teachers to moral scrutiny and social pressure, particularly when interacting with male colleagues or asserting authority. This environment fosters emotional stress and limits their participation in leadership roles. The absence of effective grievance redressal mechanisms leaves female teachers without institutional support in cases of harassment, discrimination, or health emergencies. These challenges are consistent with broader findings in Pakistan, where female teachers often face personal, professional, and social obstacles, including lack of family support, inadequate training, and political interference. Despite these hardships, female teachers in Rajanpur demonstrate resilience and propose practical solutions such as establishing female-only facilities, hiring more female administrative staff, and setting up complaint committees led by women. The study calls for urgent policy interventions to ensure gender-inclusive school planning and empower female teachers, thereby fostering a safe, respectful, and productive educational environment in underdeveloped regions like Rajanpur