Gender Dynamics

Gender Dynamics / Gender and Teacher Identity, Motivation and Well-Being / Case Study 1: Female Pre-School Teachers in Ethiopia

Case Study 1: Female Pre-School Teachers in Ethiopia

Interviews and discussions with teachers and parents and observations of the teaching and the learning processes conducted as part of a Healing Classrooms assessment highlighted how the experiences and perspectives of the Kunama female teachers are often quite different to those of the Tigrigna female teachers. For example:

Kunama women are happy to be working in the pre-school. They feel they are having a positive impact and contributing to community. Although they are mostly not formally trained teachers and may not have fully completed their own education, they are role models in the community and others turn to them for advice and help. For the Kunama community, the school is very new, and yet it is a space in which they are able to strengthen cultural traditions, for example in the pre-school dance and music classes they teach. Compared with their abilities and confidence levels when they first started teaching, the women have now developed their own skills and are starting to feel like teachers. There are financial benefits as well. Although the teacher stipend is small, it is important for these women that they do earn something and have their own money to either buy things for themselves or to share with others.