Gender in the Teaching Profession: An Anthropological Study of Schools in Mulpani Rural Municipality, Jhapa

Abstract

This study investigates the Gender in the Teaching Profession: An Anthropological Study of Schools in Mulpani Rural Municipality, Jhapa District, Nepal. Although teaching is widely regarded as a suitable and respectable career path for women—offering social recognition and flexible working hours—female teachers in rural settings of Nepal continue to confront deep-rooted structural and cultural barriers. These barriers include limited access to leadership positions, facing gender-based discrimination, and experiencing the dual burden of balancing domestic and professional responsibilities. In a patriarchal society, where women are traditionally relegated to household roles, their increasing presence in education signals progress but also exposes persistent inequalities. Grounded in a post-positivist and feminist anthropological framework, the study centers women lived experiences while acknowledging the researcher’s positionality and the socio cultural context. Feminist anthropology challenges male-dominated narratives, highlighting how gender and power dynamics influence professional experiences. Post-positivism adds a reflexive, critical dimension to understanding social realities. Data were collected through questionnaires from 71 female teachers across 11 schools (8 community and 3 institutional) and interviews with the teachers. A small number of male teachers were also included to offer comparative insights. Schools were chosen using purposive sampling, while participants were randomly selected, excluding those with less than one week of experience. By integrating structured data with nuanced narratives, the study explores how female teachers navigate systemic barriers and the extent to which educational institutions support or limit their growth. The findings aim to inform gender-responsive education policies and foster inclusive development in rural Nepal.