Barriers to the practice of the profession among female primary school teachers in Burkina Faso

Barriers to the practice of the profession among female primary school teachers in Burkina Faso

• Francis Djibo, Cégep de Rivière-du-Loup, Canada

• Clermont Gauthier, Université Laval, Canada

doi : https://dx.doi.org/10.18162/fp.2020.532

Résumé

The problems of integration of female teachers have been poorly documented in Burkina, and we have found out by chance in a survey, the inservice training of primary school teachers. The conditions of integration of women in the spheres of the educational system have similarities, but also differences specific to each country. In our qualitative research, the grounded theory analysis allowed us to identify four categories of results: the benefits of the presence of women teachers in rural areas, the obstacles related to assigned location, to their marital status and their cumulative effects on their professional service.

Abstract

The problems of integration of female teachers have been poorly documented in Burkina, and we have found out by chance in a survey, the inservice training of primary school teachers. The conditions of integration of women in the spheres of the educational system have similarities, but also differences specific to each country. In our qualitative research, the grounded theory analysis allowed us to identify four categories of results: the benefits of the presence of women teachers in rural areas, the obstacles related to assigned location, to their marital status and their cumulative effects on their professional service.