An appraisal of the challenges faced by female STEM teachers in Yola North LGA, Adamawa State
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- NGN 5000
Background of the Study
Female STEM teachers play a critical role in shaping the academic trajectories of students and promoting gender equity in traditionally male-dominated fields. In Yola North LGA, Adamawa State, these educators face unique challenges that hinder their professional growth and effectiveness in the classroom. Cultural expectations, limited access to professional development opportunities, and workplace discrimination are among the significant barriers encountered by female STEM teachers (Hassan, 2023). These challenges not only impact the teachers’ job satisfaction but also influence their ability to inspire and mentor students. The underrepresentation of women in STEM fields further exacerbates these issues, as female teachers often lack role models and supportive networks that could otherwise facilitate their career advancement. Moreover, the structural constraints within educational institutions, such as inadequate facilities and limited research funding, compound the difficulties faced by these educators. Despite government initiatives aimed at promoting gender equality in education, female STEM teachers continue to encounter systemic obstacles that impede their professional progress (Suleiman, 2024). In many cases, the dual burden of professional responsibilities and societal expectations related to family and community roles creates additional stress, adversely affecting their performance and retention in the education sector. This study seeks to appraise the challenges faced by female STEM teachers in Yola North LGA by exploring issues such as discrimination, lack of mentorship, and resource limitations. By collecting qualitative and quantitative data from female educators, school administrators, and policymakers, the research aims to provide a comprehensive overview of the hurdles that hinder the full participation of women in STEM education. Ultimately, the study aspires to recommend actionable strategies that can create a more supportive and inclusive environment for female STEM teachers, thereby enhancing the quality of STEM education and contributing to the broader goal of gender equity in the educational sector (Hassan, 2023; Suleiman, 2024).
Statement of the Problem (300 words)
Female STEM teachers in Yola North LGA face multifaceted challenges that undermine their effectiveness and professional growth. Many educators report experiencing gender-based discrimination, limited access to professional development opportunities, and a lack of mentorship programs that are essential for career advancement. These issues are compounded by infrastructural constraints, including inadequate classroom resources and limited research funding, which further hinder their ability to deliver quality STEM education (Hassan, 2023). In addition, societal expectations and cultural norms place additional burdens on female teachers, forcing them to balance professional responsibilities with familial obligations. This dual burden often leads to job dissatisfaction and higher attrition rates among female STEM educators. The absence of robust institutional support and gender-sensitive policies exacerbates these problems, resulting in a work environment where female teachers are marginalized. This study aims to systematically investigate the specific challenges faced by female STEM teachers in Yola North LGA by collecting data through surveys, interviews, and observational studies. The goal is to identify the key barriers to their professional success and to assess the impact of these challenges on both teacher performance and student outcomes. By highlighting the experiences of female STEM educators, the study seeks to contribute to policy development and institutional reforms that can foster a more equitable and supportive work environment. Addressing these challenges is critical not only for the professional empowerment of female teachers but also for improving overall educational quality and promoting gender equity within STEM fields (Suleiman, 2024; Hassan, 2023).
Objectives of the Study
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To identify the challenges faced by female STEM teachers in Yola North LGA.
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To assess the impact of these challenges on teacher performance and student outcomes.
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To propose strategies to improve support and resources for female STEM educators.
Research Questions
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What are the primary challenges faced by female STEM teachers in Yola North LGA?
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How do these challenges affect their teaching performance and student engagement?
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What measures can be implemented to alleviate these challenges?
Research Hypotheses
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H₁: Gender-based discrimination significantly affects the performance of female STEM teachers.
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H₂: Lack of professional development opportunities is negatively correlated with job satisfaction among female STEM educators.
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H₃: Institutional support improves both teacher performance and student outcomes in STEM subjects.
Significance of the Study (100 words)
This study is significant as it appraises the unique challenges faced by female STEM teachers in Yola North LGA, providing critical insights for educational policymakers and school administrators. The findings will contribute to the development of gender-sensitive policies and support programs aimed at improving teacher retention and performance. By identifying and addressing the barriers to professional growth, the study aims to foster a more inclusive educational environment that benefits both educators and students, ultimately enhancing the quality of STEM education and promoting gender equity.
Scope and Limitations of the Study
This study is limited to evaluating the challenges faced by female STEM teachers in schools within Yola North LGA, Adamawa State. It focuses solely on gender-related and institutional challenges.
Definitions of Terms
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Female STEM Teachers: Women educators specializing in science, technology, engineering, and mathematics subjects.
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Professional Development: Ongoing training and educational opportunities aimed at improving teaching skills.
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Gender-Based Discrimination: Unfair treatment of individuals based on their gender.
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