Women in Teaching: Global Trends and Nepal’s Context

Abstract

This article examines gender representation in the teaching profession in Nepal within a global comparative perspective. Drawing on national and international data, it analyzes trends in female participation across different educational levels and contrasts Nepal’s experience with those of OECD countries, the European Union, India, and other South Asian nations. The findings reveal that, unlike many countries where women constitute the majority of teachers, Nepal continues to experience relatively low female representation, particularly in secondary and higher levels. The article further explores emerging global concerns associated with the feminization of teaching, including gender imbalance, occupational segregation, leadership disparities, and wage inequalities. It argues that both underrepresentation and overconcentration of one gender can have implications for educational quality, social justice, and institutional effectiveness. It concludes that Nepal should strengthen policies to attract more women into teaching while simultaneously promoting gender balance, leadership opportunities, and professional development across all levels of education.