Women in Teaching

A Comparison of OECD and South Asian Countries

Abstract

This study examines gender representation in the teaching workforce across OECD and South Asian countries and explores its implications for students' academic achievement and socio-emotional development. Using a quantitative secondary data analysis approach, the study draws on data from OECD reports, national education statistics, and related international sources. Descriptive statistical techniques, including percentage comparisons, trend analysis, and gap analysis, were employed to compare patterns of teacher gender distribution across educational levels. The findings reveal contrasting regional patterns. OECD countries have experienced sustained feminization of the teaching profession, with women comprising approximately two-thirds of teachers, whereas several South Asian countries, including Nepal, Bangladesh, Bhutan, Pakistan, and Afghanistan, continue to exhibit male-dominated teaching workforces. Nevertheless, both regions display persistent vertical gender segregation, with women's representation declining substantially at higher educational levels and leadership positions. Evidence from previous empirical studies indicates that teacher gender may influence students' academic performance and socio-emotional development through gender-congruent role modelling, although teacher quality remains more important than gender alone. The study concludes that policies should promote balanced gender representation, equitable career progression, and improved recruitment and retention of qualified teachers to strengthen educational quality and foster inclusive learning environments.