UNBALANCED EQUATIONS: GENDER NUMBERS IN TEACHING

Executive Summary: Generally held social beliefs and perceptions have always exerted tremendous pressure on individuals and groups to conform to those held by society. The perception that certain roles should be assigned to a certain gender continues to be a major issue among these social expectations. This research aims to investigate the prominent presence of female teachers in comparison to male teachers within the teaching profession in Guyana; it seeks to determine if society’s perception is one of the key factors for such a disparity. Despite efforts to promote gender equality globally, the educational sector in Guyana has continued to exhibit a significant gender disparity, especially at the Nursery, Primary, and to some extent the Secondary levels. This study further aims to examine the underlying factors that contribute to the disproportionate ratio of female to male teachers in Guyana, including historical influences, and personal career choices. Furthermore, this research highlights the potential implications of this gender imbalance and suggests possible strategies to increase the number of males in the teaching profession