Attitudinal, gender and administrative factors of internal deployment of female mathematics teachers in primary schools in Kampala District
This study explored the influence of beliefs and attitudes of teachers, gender stereotypes and administrative practices on internal deployment of female mathematics teachers in middle – upper primary in Rubaga Division in Kampala District. A total of 42 teachers participated in this study of which 27 are male and 15 females. And also 6 head teachers, 4 males and 2 females. Out of the six primary schools, three were government aided and three were private owned. A self administered questionnaire, focus group discussions and key informant interview were used to generate responses from teachers and head teachers on how beliefs and attitudes, gender stereotypes, and administrative practice influence internal deployment of female mathematics teachers. Data was analysed using descriptive statistics and the constant comparative thematic analysis approach. The study found out that teacher’s attitudes affect the internal deployment of female mathematics teachers. Except for a few female mathematics teachers teaching in upper primary in government aided school, in private owned schools the majority are male teachers. Many women though they qualify decline from teaching upper primary because they think there is a lot of work to be done. Though results indicated no gender bias in allocating classes in the sampled schools, when interacting with teachers in focus group discussion and interview it was evident that females are forced to teach lower classes due to their stereotyping, “like being motherly.” This study also found out that administrative practices influence the internal deployment of female mathematics teachers. From these findings it is recommended that policy makers need to improve on the policies which govern the deployment of teachers in schools in favour of recruiting more female teachers in areas where they are more needed; Female teachers should be encouraged to teach in upper primary to act as role models to girls; Promote co-teaching in upper classes by placing a male and female teacher to teach the same subject in the same class to complement each other and allow the female teacher more time to prove their competency.