Introduction

Taking as a point of departure the empirical evidence indicating that schools in sub-Saharan Africa would greatly benefit from having more women teachers, this book explores the array of cultural, economic, and political factors that deter women in particular from becoming teachers or that account for their limited presence in primary schools and even more limited presence in secondary schools in some African countries. First, we find it necessary to differentiate between teaching at the primary-school level and teaching at the secondary-school level. Through four national case studies (Liberia, Tanzania, Togo, and Uganda), this book illuminates some experiences and practices not sufficiently explored in the past and certainly not explored cross-nationally. It looks at the teaching profession at two main points: when the women are in teacher-training schools and thus preparing for the profession, and when they are practicing their profession in actual schools.