Socio-Economic Status of Working Women in Teaching Profession (A Study at Kirtipur Area of Kathmandu Valley)

Abstract

Role of female in the family as a first social institution and school as working place is vital as they bear double responsibilities. Many studies have been carried out about female issues. Different books, journals periodicals, and dissertations about socioeconomic status and decision making power have been published. This study entitled

"Socio-economic

status of working women in teaching profession" is carried out to find out the socio-economic condition of working women in teaching profession; to find out the motivational factors that made join them teaching profession; to trace out the decision making power and adjustment at household level; and to identify the obstacles and problems of female teachers. To achieve these objectives, Kirtipur municipality of Kathmandu district is selected as study area. Altogether 100 female teachers teaching in all levels of 10 public and 10 private schools (out of 35 = 16+19, total schools in Kirtipur municipality area) under study area were selected. In which five teachers from each school were included using purposive sampling method. Face to face interview was taken with the selected female teachers using prepared questionnaire. The tool was prepared so as to collect information quantitatively and qualitatively. From analysis and interpretation of obtained data and field texts the following information was drawn. Age-wise almost half of the teachers were in the range of 2030 years. Half of the female teachers were master degree holder. Ethnically, majority

were from Newar community. Though, more than half percentage (60) teachers were

married, they expressed the appropriate point for job selection was

before marriage. Though almost all the teachers had child and more or less land in the name of family, the main source of income and livelihood was salary. Almost all had bank account in their name but they did not save salary in their account. There was vast difference in perception toward job holder and non-holder female teachers because the job holders were found to be self reliance, able to make decision making regarding important family matters. The family also used to take/ receive suggestions and decisions of job holder female teacher. The salary on the same level of public and private school was different. v Most of the teachers were of over qualified but they were working in school even in lower level due to lack of other opportunities. They did not found any gender related discrimination in school and society. But small number of respondents expressed the bitter experience of gender bias. The major obstacles of female teacher were dual role of doing household activities and fulfilling school responsibility simultaneously. Some of the female teachers were found unassisted from their uneducated family. The female teachers were found to expect different opportunities and facilities from concerned individual/institutions in order to improve quality of education and to increase dignity of teaching profession.