ABSTRACT
This chapter explores the teacher's professional capability to help explain how women teachers in rural Sub-Saharan Africa able to do and be in their work. By deconstructing capabilities into three conceptual spaces of awareness, agency and achievement, people have been able to identify some key factors which work to enhance or restrict teacher's professional capability. The chapter presents the proxy scores for the teacher's professional capability, determined by the method of analysis. It explains the organizational pictures of teacher's professional lives and focuses on the lives that the teachers manage, or do not manage, to live. The chapter also explores not only what teachers think they should be doing, but also what they are actually able to do. It suggests that the teachers are also limited in the pursuit of other professional capabilities that do not feature in the official literature but that could enhance the educational achievement and life chances of pupils.
