Gender stereotypes in class and subject allocation to teachers : a case study of primary schools in Kikuube district, Uganda

Abstract

This study explored the influence of gender stereotypes on the allocation of classes and subjects to teachers in government-aided primary schools in Kikuube District, Uganda. The study was guided by the Social Role Theory, while examining the representation of male and female teachers in class and subject allocation, the gender beliefs shaping these allocations, and teachers’ perceptions of the process of class and subject allocation. A qualitative phenomenological research design was employed, with data collected from 19 participants: including teachers, headteachers, the District Education Officer, and the District Inspector of Schools, through semi-structured interviews and documentary reviews. The findings revealed a substantial gender disparity in class and subject allocation, with male teachers predominantly allocated to upper primary classes (P5-P7) and core subjects like Mathematics and Science. Female teachers were disproportionately represented in lower primary classes (P1-P3) and often tasked with teaching all subjects under the class teacher system. Gender stereotypes emerged as a key factor influencing these allocation patterns. The study also found out that Headteachers allocated classes and subjects to teachers and often associated male teachers with assertiveness and suitability for upper primary and STEM subjects, while female teachers were perceived as nurturing and better suited for lower primary. Community and parental beliefs also contributed to the underrepresentation of female teachers in upper primary classes and STEM subjects. The study concluded that gender stereotypes had a great impact on class and subject allocation to male and female teachers, thus, perpetuating traditional roles and limiting the academic and professional growth of female teachers. The study recommended the implementation of gender-neutral class and subject allocation policies in schools, and provision of professional development opportunities to challenge gender stereotypes and enhance teachers' expertise across different subjects and class levels.