FEMALE TEACHERS IN BOYS’ SCHOOLS: ASSESSING FEMALE TEACHERS’ PERFORMANCE WITH DUAL CAREER AND GENDER IMBALANCED SCHOOL ENVIRONMENT

Abstract

This study investigates the impact of dual career responsibilities and gender imbalance on the performance of female teachers in boys' schools. The descriptive study used quantitative research methods a random sampling method was employed to select 150 female teachers. Data were gathered through a structured online questionnaire. The regression analysis reveals significant negative influences on teacher performance, with gender imbalance showing the strongest effect (B = -0.306, p < .001), followed by work-life balance and school culture (B = -0.739, p < .01) and dual career responsibilities (B = -0.220, p < .001). The support systems variable was not statistically significant (B = -0.007, p = .125). These findings highlight the critical importance of institutional support for work-life balance and gender equity. This study underscores the need for policies that foster inclusive school environments and support the unique needs of female educators. The results offer insights for educational administrators aiming to create equitable, supportive workplaces that enhance teacher satisfaction, performance, and retention in gender-imbalanced settings.