ABSTRACT
The main objective of this chapter is to understand the reasons that lead women to become (or not) secondary teachers - that is to say, What accounts for the low representation of women as secondary teachers in Togo? First, the chapter begins with a description of the social perceptions linked to the teaching profession in Togo. Second, it explores the experience of women as they become secondary-school teachers, highlighting their working conditions. A third section examines several social and economic factors that play a critical role among teachers, particularly women teachers. A fourth section probes the role of poverty and cultural norms in limiting the pool of women as potential secondary-school teachers - a profession that requires university education. Fifth, it reviews state responses to the underrepresentation of female teachers. Sixth, and finally, the study proposes several policy recommendations designed to increase the participation of women as secondary-school teachers in Togo.
