Problems Faced by Female Mathematics Teachers Belonging to Ethnic Groups

Abstract

The purpose of this study was to explore the problems being faced by Female Mathematics Teachers Belonging to Ethnic Groups of Pokhara Metropolitan city and to compare those arising problems in community and institutional schools. This study was survey type, analytic descriptive and comparative in nature. The population for the study was the female mathematics teachers belonging to ethnic groups who teach mathematics at basic level of Pokhara Metropolitan city. Ten ethnic female teachers were chosen from the population as a purposive sampling. In which, 5 were from community and 5 were from institutional schools of Pokhara Metropolitan city. One ethnic female teacher from each selected school was taken for the convenience of the study. Among them, eight teachers were well trained and remaining were untrained. Questionnaire consisting six main topics and forty subtopics

were developed by the investigator solicit the opinion of the ethnic female teachers. A classroom observation form was used for check to them. For the analysis of data, statistical tools like mean weightage and t-test were used. While comparing those problems between community ethnic female teachers and institutional ethnic female teachers, it was found that there is no significance difference between problems felt by community schools’ and institutional schools’ ethnic female teachers. Almost in all units, the researcher found that the prescribed curriculum, the existing textbooks and the teachers’ guide books were not well planned, not sequential and not related to students’ daily life. Students’ evaluation techniques, mathematics instruction, physical facilities and problems related to the ethnic female teachers were found as major problems which are kept in order.