Teachers’ Views of Cultural Factors Impacting Secondary Education for Girls in Punjab, Pakistan.

Abstract

Education is a key driver of social and economic progress; yet, in rural Punjab, Pakistan, girls' access to education is significantly hindered by cultural, societal, and familial barriers. This study, from teachers’ perspectives, examines teachers’ views on the challenges faced by female students in continuing secondary education, focusing on traditional gender norms, household responsibilities, early marriage expectations, and economic constraints. Thematic analysis of semi-structured interviews reveals teachers believe that girls are often prioritized for domestic work and early marriage, which limits their educational opportunities. Additionally teachers reported that societal perceptions devalue girls' education, while economic pressures lead families to prioritize boys' education. The teachers in this study describe employing strategies such as mentorship programs, community engagement, and creating safe spaces within schools to combat these barriers and encourage girls to remain in school. Teachers in this study emphasized the need for professional development in gender-sensitive teaching practices to better support female students. Additionally, they highlighted the importance of receiving more resources and training to effectively address the cultural and economic barriers impacting girls' education.