The dynamics influencing women to become teachers in the public sector of Pakistan

The aim of this chapter is to analyse reasons why women enter teaching in the public sector of Pakistan. It shares perceptions and experiences of female teachers and uses their interpretations to analyse dynamics in a wider social context influencing women’s career choices. The methodological approach is qualitative and the original data are collected through 16 semi-structured interviews with women public school teachers in Lahore. Thematic analysis has been utilised and the key finding shows that gender relations and social class dynamics influence women’s choice to become teachers in the public schools. On the one hand, the inclusion of women in teaching depicts the gender segregation of the wider society while associating teaching with ‘women’s work’. On the other hand, it presents women with an opportunity to gain entry into a socially and culturally respected and accepted profession while empowering them to reduce their economic dependability.