Lived Experiences of Secondary Level Female Science Teachers: A Collaborative Autoethnographic Inquiry

Abstract

This Collaborative Autoethnographic Study investigates the challenges Secondary level Science Teachers face as they balance multiple roles, work-life scenarios, and reasons to continue their professional journey through their lived experiences. This research study explores the stories from childhood, understanding, and struggles, to becoming a competent professional science teacher. The theoretical framework of self-determination theory has guided us to view our professional growth with unwavering commitment, a source of motivation to continue our professional journey despite various challenges. Likewise, by using the liberal feminism lens, this study investigates how gender dynamics affect female teachers’ day-to-day practices and opportunities, along with playing multiple roles. This method of study helped capture my lived experiences and the life stories of three participants in this research. Through the interview and observation, I generated data from the participants, and I also generated data about myself through reflection and by noting events and stories; our own life experiences have been used as data for the research. The study presents a critical and interpretive collaborative thematic analysis to explore our identities as science teachers and the challenges we face as we build our identities through diverse life experiences. Our lived experiences and stories were interwoven to yield the final insight into the challenges female science teachers face throughout their life journey. As a female science teacher, I have different roles like biological imperatives, domestic responsibilities, and professional duties in my daily life as an individual toward work-life balance. The collective analysis reveals the pervasive impact of this triple role on our daily schedule regarding time balance, mental, and physical energy, among female science teachers. This study argues that acknowledging and addressing these interconnected roles is crucial for retaining women in their respective fields. Furthermore, secondary-level female science teachers addressed multiple challenges in advance of their careers, personal identity, independent status, role models, quality of life, social respect, and a happy family. Moving beyond a generic discussion of work-life balance, this inquiry deepens the ground reality in the specific gendered struggle, such as unequal pay for males and females for the same work, negative perceptions of male colleagues, barriers in leadership roles, low participation in policy making, and the workload of females in our school setting. This study emphasizes a more equitable and supportive school ecosystem to combat gender discrimination and motivate secondary-level female teachers. It concludes that resilience, power, and a resolute attitude enabled female science teachers to flourish in their careers despite role dilemmas, work-life balance challenges, and other challenges. Gender parity and educational progress can be achieved in our educational system by reimagining the teaching profession, defying established roles, and recognizing the multiple roles of female teachers.