Status of female teachers in the Middle East and North Africa Region

Abstract

The purpose of this study was to examine the status of female teachers in nine Middle Eastern and North African countries. The results indicated that ineffective pre-service and in-service training, teachers' educational level, and lack of follow up of female teachers at all levels has limited professional competency and growth. In addition, socio-cultural constraints on women have made a negative impact and have contributed to the existing gender disparity. It was also found that lack of monetary and non-monetary incentives negatively impacted the status of female teachers. In light of this assessment, implications are drawn to dramatically increase the time committed to in-service and pre-service training as well as mentor programs. In addition, distance education could also be a viable strategy for training teachers in the region.