Problems Faced by Female Mathematics Teachers Belonging to Ethnic Groups
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Mathematics Education
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.