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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 relate d 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 postconflict 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 women’s 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 men’s 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 media’s continued portrayal of feminism in clichéd, 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 family’s 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 men’s 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 = Children’s 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 Parent’s 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 respondent’s Inlaws 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 doesn’t 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 Child ren 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-ofwomen-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-womenentrepreneur.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
Frequency

Percent

Valid
Percent

Cumulative
Percent

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

Total

185

92.5

100.0

Variables
Valid

Age

Valid

System

15

7.5

Total

Missing

200

100.0
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

180

90.0

100.0

20

10.0

200

100.0

87

43.5

43.5

43.5

Private

113

56.5

56.5

100.0

Total

Experience

< 3 years

200

100.0

100.0

Total
Missing

System
Total

Valid

Sector
Valid

Government

100.0

200

100.0

100.0

supportive

175

87.5

87.5

87.5

25

12.5

12.5

100.0

200

100.0

100.0

Yes

50

25.0

25.0

25.0

88

44.0

44.0

69.0

62

31.0

31.0

100.0

200

100.0

100.0

Financial Pressure

67

33.5

33.5

33.5

133

66.5

66.5

100.0

200

100.0

100.0

Yes

120

60.0

60.0

60.0

80

40.0

40.0

100.0

Total

200

100.0

100.0

Off course

120

60.0

75.0

75.0

Not much

35

17.5

21.9

96.9

No

5

2.5

3.1

100.0

Total

160

80.0

100.0

System

40

20.0

Total

Missing

21.0

No

Q.6 Problems Ratio according to marital Status

21.3

Total

Valid

42

Personal Interest

Q.5 Marital Status

79.0

Total

Valid

56.5

Not much

Q.4 Reason for doing the job

56.5

No

Valid

113

Total

Q.3 Relatives create problems for working women

22.5

Non Supportive
Valid

22.5

a lot of problems
Valid

22.5

Total
Q.2 Parents attitude towards women working in educational sector 45

some

Q.1 Problems For women in educational sector

Few

200

100.0

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Valid

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51.9

51.6

15

7.5

9.4

61.3

62

31.0

38.8

100.0

160

80.0

100.0

System

40

20.0

200

100.0

positive

85

42.5

60.7

60.7

12

6.0

8.6

69.3

43

21.5

30.7

100.0

140

70.0

100.0

System

60

30.0

200

100.0

yes

40

20.0

20.0

20.0

85

42.5

42.5

62.5

75

37.5

37.5

100.0

200

100.0

100.0

no problem

52

26.0

26.0

26.0

75

37.5

37.5

63.5

73

36.5

36.5

100.0

200

100.0

100.0

Satisfied

87

43.5

43.5

43.5

113

56.5

56.5

100.0

200

100.0

100.0

true

83

41.5

41.5

41.5

false

42

21.0

21.0

62.5

to some extent

75

37.5

37.5

100.0

Total

200

100.0

100.0

male management

35

17.5

17.5

17.5

female mgt.

103

51.5

51.5

69.0

combined mgt.

62

31.0

31.0

100.0

Total

80

100.0

100.0

low qualification

62

31.0

31.0

31.0

Favoritism

138

69.0

69.0

100.0

Total

Valid

41.5

Total

Q.15 Promotion and Scaling
System

83

dissatisfied

Q.14 Better Management for female staff

yes

Total

Valid

100.0

many problems

Q.13 Management Problems because of Gender

200

few problems

Valid

20.0

Total

Valid

40

to some extent

Q.12 Salary Problems For women in educational sector

System

no

Valid

100.0

Total

Q.11 Transportation Problems
For women in educational sector 80.0

Total

Q.10 Effect of society on the working 160

conservative

Valid

100.0

negative

Missing

23.8

Total

Q.9 In-laws attitude towards working women

19.0

Total

Valid

38

In some cases
Missing

76.3

No
Q.8 Influence on Children due to job

76.3

Total
Valid

61.0

Total
Missing

122

Not Supportive
Q.7 Husbands behaviour toward working women

Supportive

200

100.0

100.0

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Q.16 Education sector of
Bahawalpur for female Staff

Valid

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5.5

5.5

5.5

good

185

92.5

92.5

98.0

2

1.0

1.0

99.0

worst

2

1.0

1.0

100.0

Total

200

100.0

100.0

yes

130

65.0

65.0

65.0

No

70

35.0

35.0

100.0

Total

Valid

11

bad

Q.17 Time Management
Problems

excellent

200

100.0

100.0

Table 1. Data Analysis (Based on Empirical Data Collected Through Research.)

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