CULTURAL ATTITUDES AND THEIR IMPACT ON FEMALE SECONDARY SCHOOL TEACHERS IN SHAHEED BENAZIRABAD AMID FLOOD RECOVERY

Abstract

This study investigated the cultural attitudes towards female secondary school teachers of District Shaheed Benazirabad and their influence on the roles taken up by female teachers during the flood recovery efforts. In the wake of the disastrous floods of 2022, the role of female educators became critical in supporting disaster recovery initiatives. However, cultural attitudes often confine their participation and leadership. This exploratory qualitative research involved focus group discussions with 24 female teachers. According to the findings of this study, societal norms prioritise the domestic roles of female teachers over professional responsibilities and this limits the engagement of women in recovery activities. Participants recounted that they feel constrained by cultural expectations and safety concerns hindering their ability to contribute effectively. There are dual pressures (educational responsibilities and community expectations) faced by the female teachers which result in intensified emotional stress and burnout. This study underscored the need for targeted interventions that empower female teachers by recognising their potential contributions to community resilience during disaster contexts. Finally, this study informed the policy decisions to support female teachers in flood-affected areas which will foster a more inclusive approach to disaster management and recovery.