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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 2

PROBLEMS ENCOUNTERED BY WOMEN IN EDUCATION SECTOR

OF BAHAWALPUR.

Owais Shafique (Corresponding author)

Department of Management Sciences, The Islamia University of Bahawalpur, Pakistan.

Faiza Anwar, Sahaab Akbar, Uroosa Akhtar Khan

Department of Management Sciences, The Islamia University of Bahawalpur, Pakistan.

Abstract
As we all know that education is crucial in the development of any country. The main focus
of this research is to identify the problems faced by working women in education sector. We
discovered that most of the parents and certain relatives are supportive towards their daughter
serving in the education sector. All our respondents strongly believed that the married women
face greater challenges than unmarried women. Although their husbands are co-operative but
there children are prominently neglected. Despite the supportive attitude of their parents
unmarried women still face challenges like transportation and managing time between
personal and social life. Most of the respondents, married or unmarried, believed that their
salary and promotion system is not satisfactory for which they blame Favouritism. In spite
of all the facts, our research concludes that the education sector of Bahawalpur for female
teacher is fairly good.
Keywords: Women, Education Sector, Bahawalpur, Pakistan.

1. Introduction
Research is one of the most important methods to find the cause or reason of the difficulty and problem that the
community is facing. Moreover it also gives us the possible solution of that problem as well. We set out to
conduct a research on the topic of Problems encountered by women in education sector of Bahawalpur
because we wanted to know about the level of problems that women encounter when serving this noble
profession.
A very little literature was available to us for this topic therefore we decided to conduct an exploratory empirical
research to design a questionnaire and thereafter reach a conclusion.

2. Problem Statement
What are the problems, professional women face while working in educational sector (Govt. and Private)?
There are two major aspects of life of professional women. First is related with their personal life and second is
related to their job.

2.1 Purpose of Research

Explore the problems faced by professional women in education sector.
We may be able to find their professional and personal problems because of their job.
To come up with the best alternatives to overcome the problems identified.
Identify the problematic sector either Government or private.

2.2 Background and scope of Research

At any time and in any context, women teachers are critical actors in education processes. In conflict and post-
conflict contexts, they have the potential to make a significant contribution to the long-term processes of peace
building and reconstruction. The roles of women in schools are often defined in terms of their 'natural' affinities
with young children, and their innate love of teaching and their ability to do it.

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Our society lacks a broad and open minded approach towards professional women. In our society there are some
limitations for women to go outside for professional purpose. Teaching in itself such a noble profession that we
expect it to be an ideal profession for women. So we set out to find out the problems encountered by the women
in the society and in the organization in the context of the education sector of Bahawalpur.

3. Literature Review
The characteristics of womens way of working, leadership styles and skills are often undervalued (AEU). One
commentator on masculinity, (Mclean, 1997, p. 13) points out in a paper on engaging with boys experience of
masculinity:
Taken-for-granted masculine ways of viewing the world mean that collective critiques of mens
power are usually experienced in two ways.

Firstly, they are felt as personal attacks, directed at individuals, and secondly as assertions that males
are inherently bad and we are out to get you The power of masculine meaning systems ensures that
men tend to hear even the most gentle criticism as an attack, and this is strongly reinforced by the
mainstream medias continued portrayal of feminism in clichd, confrontational terms.

The education profession of Australia is dominated by women due to the gendered nature of
the Australian workforce. Most AEU (Australian Education Union) Branches and Associated
Bodies have roughly 65-70% of women members and yet this majority rarely translates into
70% active members being women or women holding 70% of decision making positions
(AEU). (White, 2004) reports the intense reality Check needed in the way we assess the
success of our affirmative action approach for women.

Despite some outstanding examples of individual achievement of Indian women and a

definite improvement in their general condition over the last century, it remains true that
Indian women still constitute a large body of under - privileged citizens (AIF). (Reinarz,
2002) argues that balancing work and family is a major hurdle for working women. While
family responsibilities influence the careers of all parents, women (particularly those with
newborns and preschoolers) may have disproportionate work in care of children/home.

Being a woman itself poses various problems to an individual. The problems of Indian
women pertain to her responsibility towards family, society and lion work. The tradition,
customs, socio cultural values, ethics, motherhood subordinates to ling husband and men,
physically weak, hard work areas, feeling of insecurity, cannot be tough, etc are a few
peculiar problems that the Indian women encounter. Whereas, women belonging to rural
areas have to suffer even further with tough resistance from men. They are considered as
helpers. The attitude of society towards her and constraints in which she has to live and work
are not very conducive. Apart from these basic problems other problems faced by women are
family ties, male dominated society, lack of education, social barriers, shortage of raw materials, problem of
finance, tough competition, limited mobility, limited managerial ability, legal formalities, exploitation by middle
men and lack of self-confidence (Sinha).

(Phillips, 2002) says that the influx of the new technologies may also have a detrimental
impact on the number of female staff employed to work in distance teaching environments. If
women are disadvantaged when it comes to training opportunities in the use of the new
technologies, this may result in fewer women being employed as teachers/tutors in
institutions that deliver courses through technology. She also summarizes that poor, rural
women tend to be very busy, with both housework and family responsibilities, as well as
often trying to eke out a living, or supplement their familys income.

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(Tandon, 1998) acknowledged that women might face additional barriers due to their gender
when accessing information and communications technologies, especially in parts of the
developing world. The barriers identified by the meeting participants of (The Commonwealth
of Learning 1999) were:
Curriculum girls and women tend to study traditional female subjects and not engage in
training in subjects such as mathematics, science and technology
Gender personnel in senior administrative and management positions are most likely to be
male.

(The Commonwealth of Learning, 2000) found that, for the socio-cultural barriers included
such issues as sexual harassment; negative attitudes in the workplace; lack of confidence,
interest, cooperation and accountability; illiteracy and the use of multiple languages; religious
customs and beliefs; and so on. Generally, the barriers that fall into this category tend to
affect women living in rural areas more so than those living in urban areas.

In the 4th roundtable meeting of (SGGI, 2009), on the issue of Women & Economy, Ms.
Bushra Hyder said that though women play a vital role in economic development of society,
yet their contribution is rarely acknowledged. Persuading a career out of home does not
normally find encouraging responses. Workplace is considered mens domain and earning of
women is taken as a disgrace. However, this approach is rapidly changing now, and financial
as well as other social factors have not only increased the number of working women in all
spheres of life, but also have improved the acceptability of their non-conventional
contribution towards society. This development has also resulted in emergence of new
challenges to which we need to adjust without compromising the positive features of our
indigenous social construct.

4. Research Design
We collected data from 200 respondents regarding the problems faced by professional
women while working in education sector (Govt. and Private). There are two major aspects of
life of professional women. First is related with their personal life and second is related to
their job.

4.1 Exploratory Research Design (Problem Definition):

Primary data has been conducted at this stage through interviews of different female staff, to
find the problems faced by women in education sector.

4.2 Causal Research Design (Confirmation Process):

This method will be used to collect data to confirm the hypothesis and problems found during
the preparatory stage, in order to reach at viable recommendations.

4.3 Data Preparation and Analysis:

SPSS is used for the data preparation and analysis. All the steps are performed by the use of
this software.

4.4 Hypothesis:
H0 =There is a problem for professional women in educational sector.
H1 = There is no problem for professional women in educational sector.
H0 = Problems are not created by the internal factor.
H1 = Problems are created by the internal factors.
H0= problems of unmarried woman are not more complex.

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H1=problems of unmarried women are more complex.

H0 = Family set up does not creates problem for professional women.
H1 = Family set up creates a problem for professional women.
H0 = Problems are not created by external factors.
H1 = Problems are created by external factors.
H0=problems are not created by male management.
H1=problems are created by male management.
H0 = Not any Financial pressure for doing job.
H1 = Financial pressure for doing job.
H0 = Childrens of professional women are not highly ignored.
H1 = Children of professional women are highly ignored.
H0 = Low salary is a not major problem.
H1 = Low salary is a major problem.
H0 = Low qualifications is a not hindrance in the way of promotion.
H1 = Low qualification is a hindrance in the way of promotion.
H0=Educational sector of Bahawalpur is not bad for female teachers
H1= Educational sector of Bahawalpur is bad for female teachers.
H0=Time Management is not a major problem for professional woman.
H1= Time Management is a major problem for professional woman.

5. Data Analysis
Using the date in Table 1 & 2 and the Figures from 1 to 20 we come to know these facts.
Majority of the respondents lie in the 26-40 age group having an experience of more than 10
years as can be seen in Figure 1 and 2. Figure 3 undoubtedly shows that most respondents
served in the private sector. A majority of the respondents, 57% precisely, believed that they
faced problems to some extent, while 21% claimed they face a lot of problems this is
illustrated in figure 4. We also discovered, from figure 5, that Parents attitude towards their
daughters working in the education sector was positive 87% of times while only 13% had a
negative attitude towards their daughter working in educational sector. Figure 6 plainly rules
out relatives as a source of problem for women working in the educational sector. Another
positive aspect of the findings, from figure 7, was that 67% of times women opted for this
profession based on their interest and only 33% respondents were in this profession for
financial reasons. Figure 8 shows that 60% of the respondents were married out of which
75% claimed that unmarried women face lesser problems then married women (figure 9).
Whereas figure 10 illuminates the fact that 76% of times the husbands are supportive towards
their wives working in the education sector. 52% of the married respondents believed that
their children are affected by the jobs of their mothers whilst 39% believed that it happens in
some cases as evident from figure 11. Figure 12 ascertains that 61% of the respondents In-
laws have a supportive attitude towards their daughter in law working in education sector
while only 31% have a conservative attitude. Although 41% of the respondents believed that
society doesnt influence much on the female staff working in education sector but figure 13
also establishes that 38% of the respondents believe that society has somewhat influence.
74% of the respondents believe that they face transportation problems out of which 37%
believe that they encounter many transport problems while the other 37% claims that they
face just a few transport problems as can be inferred from figure 14. Whereas figure 14 also
shows that 26% of the respondents faced no transport problems. Under figure 15 57% of the
respondents consider that their salary and incentive packages are not satisfactory. Figure 16
evidently indicates that female staff encounters some problems while working with male staff
and figure 17 makes it clear that 52% of the respondents preferred to work with female
management. 69% of the respondents, in figure 18, claim that their promotional system is a

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victim of Favouritism. A very optimistic finding of this research is that 93% of the
respondents find the education sector of Bahawalpur good for them as figure 19 illustrates.
Figure 20 highlights the fact that 65% of the respondents face time management problems.

6. Conclusion
Our topic is Problems faced by the women in educational sector, so we have conducted the
research which includes interviews, from different female employees, who are working in
both private and government sector.
Our sources of collecting data were interviews, direct observation and questionnaires. Most
of our respondents lie between 26-40 and having an experience of more than 10 years. From
our different sources of information especially from interviews, we came to know that there
are some problems faced by the women. Most of the parents and certain relatives are
supportive towards their daughter encouraging them for this noble cause and some have their
personal interest. During our research we observed that most of the teachers are married and
had a remarkably good work experience in the education sector.
All our respondents strongly believed that the married women face greater challenges than
unmarried women, but their husbands have co-operative attitude towards their work life. The
underlying problem of all the working married women is that their children have been highly
neglected.
As far as unmarried working women are concerned, they have some problems created by
social setup but overall they are comfortable, as we earlier discussed that their parents are
supportive. But still they have problems such as transportation and managing time between
personal and social life. Most of our respondents including both married and unmarried
believed that their salary and promotion system is not satisfactory for which they identified
Favouritism as the number one cause. In spite of all the facts, our research concludes that
the education sector of Bahawalpur for female teacher is fairly good and by easing up the
difficulties on these women who are serving the nation and earning their bread and butter
through this noble profession we can play our part in the development of our nation. We
sincerely hope that our recommendations are useful in reducing the problems encountered by
these nation builders.

7. Recommendations
After completing our research we can say, there are problems in educational sectors for
women. There are certain desired actions which needed to be taken to eliminate these
problems. The basic purpose is to make the educational sector for women more comfortable.

The first thing that must be done is that the females who are interested in working in the
education sector should communicate with their parents regarding this matter and build trust.
Parents should support their daughters within the family because there are certain relatives
who create problems.
There should not be pressure on young girls to join this sector for financial assistance for
their family.
Our research suggests that married women face greater problems than unmarried women;
therefore the husbands should be supportive towards their wives.
Children of the women are highly neglected therefore there is a need for Children Day Care
Centers in Bahawalpur.
Society must support the working women. Social set-up should be made more convenient for
working women.
There should be proper system of transportation by the schools so that it may be comfortable
for women to reach the school and home easily.

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Salaries should be increased; the female teachers should be given the incentives and bonuses
so that they should work with enthusiasm.
Promotion system should be made more purified and filtered so that each any person has
equal opportunity for promotion.
It has been observed during our research that the female management causes more problems
for female staff that is why it is necessary that the females involve in the management should
broaden their thinking and make the working atmosphere more suitable.
It is the duty of The District Government and all the social members of the society that they
should make educational sector of Bahawalpur excellent and take it to the standards of the
big cities.

8. Limitations
During this research we face a number of problems due to which the internal as well as
external validity of our Research findings are affected. These are as follows
Firstly it was difficult for us to cover the whole area of Bahawalpur. Then to some extent it
was difficult to divide the different educational area of Bahawalpur. Our research includes
both the sectors that is Private and Government; it was difficult for us to decide to which
sector we should focus more.
Some of the respondents were not serious and irresponsibility to fill our questionnaire. As far
as our questioners are concerned, we were able to get our answers but during interviews and
direct observation some of the teachers hesitate to give answers, but we tried our level best to
get the available information.
Many of the respondents were reluctant to mention their education, age and personal
information regarding the attitude of in-laws etc.
A few female members were not cooperative.

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References
AEU (n.d.). Contemporary Challenges for Women in the Education Sector and Education
Unions. Australian Education Union's Women's Activist Kit. Australian Education Union.
(AIF) Educational problems of women in India. (n.d.). Retrieved July 01, 2012, from Azad
India Foundation, Bihar: http://www.azadindia.org/social-issues/educational-problems-of-
women-in-india.html
Mclean, C. (1997) Engaging with Boys Experience of Masculinity: Implications for Gender
Reform in Schools (cited in) Kenway, J. (ed), :Will boys be boys? Boys education in the
context of gender reform, Australian Curriculum Studies Association, Deakin West, ACT.
Phillips, S. (2002). Barriers Encountered by Women to the Use of Information and
Communications Technologies for Open and Distance Learning. The Commonwealth of
Learning (COL).
The Commonwealth of Learning (1999) Identifying Barriers Encountered by Women in the
Use of Information and Communications Technologies for Open and Distance Learning in
the Caribbean. Unpublished manuscript. Online. Available: http://www.col.org/wdd/
The Commonwealth of Learning (2000) Identifying Barriers Encountered by Women in the
Use of Information and Communications Technologies for Open and Distance Learning in
Africa. Unpublished manuscript. Online. Available: http://www.col.org/wdd/
Reinarz, A. G. (2002, December). Issues for women in higher education administration The
Academic Advising News, 25(4). Retrieved -insert today's date- from the NACADA Clearinghouse
of Academic Advising Resources Web site:
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/women.htm
(SGGI) Difficulties faced by Working Women. (2009). SGGI Working Group on Women &
Economy holds its 4th Roundtable. Institute of Policy Studies, Islamabad.
Sinha, A. (n.d.). What are the problems faced by Women Entrepreneur in India? Retrieved
July 01, 2012, from Preserve Articles:
http://www.preservearticles.com/201101153366/problems-faced-by-women-
entrepreneur.html
Tandon, N. (1998) A Survey of Gender Differentials in Access to Information and
Communication Technologies. Unpublished manuscript. Online. Available:
http://www.col.org/wdd/
White, S.-L. (2004). Redefining Activism: Gender Perspectives in union Participation.
Sydney: NSW Teachers' Federation, Sydney.

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Annexure
Table 1. Data Analysis
Valid Cumulative
Variables Frequency Percent
Percent Percent
Valid 18-25 65 32.5 35.1 35.1
26-40 85 42.5 45.9 81.1
above 40 35 17.5 18.9 100.0
Age
Total 185 92.5 100.0
Missing System 15 7.5
Total 200 100.0
Valid < 3 years 57 28.5 31.7 31.7
3-10 years 51 25.5 28.3 60.0
> 10 years 72 36.0 40.0 100.0
Experience
Total 180 90.0 100.0
Missing System 20 10.0
Total 200 100.0
Valid Government 87 43.5 43.5 43.5
Sector Private 113 56.5 56.5 100.0
Total 200 100.0 100.0
Valid Few 45 22.5 22.5 22.5
Q.1 Problems For women in some 113 56.5 56.5 79.0
educational sector a lot of problems 42 21.3 21.0 100.0
Total 200 100.0 100.0

Q.2 Parents attitude towards Valid supportive 175 87.5 87.5 87.5
women working in educational Non Supportive 25 12.5 12.5 100.0
sector Total 200 100.0 100.0
Valid Yes 50 25.0 25.0 25.0
Q.3 Relatives create problems No 88 44.0 44.0 69.0
for working women Not much 62 31.0 31.0 100.0
Total 200 100.0 100.0
Valid Financial Pressure 67 33.5 33.5 33.5
Q.4 Reason for doing the job Personal Interest 133 66.5 66.5 100.0
Total 200 100.0 100.0
Valid Yes 120 60.0 60.0 60.0
No 80 40.0 40.0 100.0
Q.5 Marital Status
Total 200 100.0 100.0
Valid Off course 120 60.0 75.0 75.0
Not much 35 17.5 21.9 96.9
Q.6 Problems Ratio according No 5 2.5 3.1 100.0
to marital Status Total 160 80.0 100.0
Missing System 40 20.0
Total 200 100.0

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Valid Supportive 122 61.0 76.3 76.3

Not Supportive 38 19.0 23.8 100.0
Q.7 Husbands behaviour
Total 160 80.0 100.0
toward working women
Missing System 40 20.0
Total 200 100.0
Valid yes 83 41.5 51.9 51.6
No 15 7.5 9.4 61.3
Q.8 Influence on Children due In some cases 62 31.0 38.8 100.0
to job Total 160 80.0 100.0
Missing System 40 20.0
Total 200 100.0
Valid positive 85 42.5 60.7 60.7
negative 12 6.0 8.6 69.3
Q.9 In-laws attitude towards conservative 43 21.5 30.7 100.0
working women Total 140 70.0 100.0
Missing System 60 30.0
Total 200 100.0
Valid yes 40 20.0 20.0 20.0
Q.10 Effect of society on the no 85 42.5 42.5 62.5
working to some extent 75 37.5 37.5 100.0
Total 200 100.0 100.0
Valid no problem 52 26.0 26.0 26.0
Q.11 Transportation Problems few problems 75 37.5 37.5 63.5
For women in educational
sector many problems 73 36.5 36.5 100.0
Total 200 100.0 100.0
Valid Satisfied 87 43.5 43.5 43.5
Q.12 Salary Problems For
dissatisfied 113 56.5 56.5 100.0
women in educational sector
Total 200 100.0 100.0
Valid true 83 41.5 41.5 41.5
Q.13 Management Problems false 42 21.0 21.0 62.5
because of Gender to some extent 75 37.5 37.5 100.0
Total 200 100.0 100.0
Valid male management 35 17.5 17.5 17.5
Q.14 Better Management for female mgt. 103 51.5 51.5 69.0
female staff combined mgt. 62 31.0 31.0 100.0
Total 80 100.0 100.0
Valid low qualification 62 31.0 31.0 31.0
Q.15 Promotion and Scaling
Favoritism 138 69.0 69.0 100.0
System
Total 200 100.0 100.0

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Q.16 Education sector of Valid excellent 11 5.5 5.5 5.5

Bahawalpur for female Staff good 185 92.5 92.5 98.0
bad 2 1.0 1.0 99.0
worst 2 1.0 1.0 100.0
Total 200 100.0 100.0
Valid yes 130 65.0 65.0 65.0
Q.17 Time Management
No 70 35.0 35.0 100.0
Problems
Total 200 100.0 100.0
Table 1. Data Analysis (Based on Empirical Data Collected Through Research.)

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