Female Teacher Voices survey
Why We Launched This Initiative
Across AGF partner schools in Kenya, Uganda, Tanzania, and South Sudan, female teachers form the backbone of learning communities — yet many face systemic barriers that limit their opportunities, wellbeing, and leadership.
The Female Teacher Voices Survey was initiated by AGF university scholarship students after peer-learning sessions on “Why Education Matters & Why We Need More Female Teachers”.
This student-led research collected real experiences directly from teachers to build evidence for advocacy and policy change.
What the Data Shows
A total of 52 female teachers participated
(27 survey responses + 25 interviews across 5 AGF schools)
Key Insights
33% of teachers are women across AGF schools (45 out of 136)
62% identified childcare as their biggest barrier
59% considered leaving due to work–life pressure
37% reported men are more likely to be promoted
45%+ stated cultural expectations push women out of teaching after marriage
18.5% felt maternity leave provisions are adequate
Why This Matters
More female teachers increase safety and trust in schools
Girls gain visible role models and support
Strong female leadership improves school performance
Retention reduces costs and strengthens quality
Investing in women teachers is a strategic investment in Africa’s educational future.
What AGF Partner Schools Have Committed To
Following the findings, all AGF partner schools agreed to:
Immediate commitments (2025–2026)
Pilot two childcare/day-care solutions by 2026
Launch cross-regional mentorship circles for female teachers
Create fair and transparent promotion processes
Ensure equal access to training and leadership pathways
Long-term commitment
Target: 40% female teachers by 2029, including leadership roles
Next Steps
Publish full report and recommendations for school boards
Involve students in ongoing data collection and evaluation
Advocate for gender-sensitive policies at community and institutional levels
Led By AGF University Students
This project is an example of shifting from learning about leadership to practicing leadership.
It was designed and driven by AGF university students across 3 countries, proving the power of young women leading change.
On Work–Life Balance & Childcare
“It is very hard to balance work and motherhood. When there is no support, teaching becomes a punishment instead of a passion.”
“I love teaching, but I am always torn. My heart is with my children while my body is in the classroom.”
“If schools provided childcare, many teachers would return after giving birth instead of quitting.”
On Promotion & Leadership
“I have qualifications, but leadership roles always go to men.”
“People assume a woman cannot lead once she is married or has children.”
“Male teachers are supported to grow. Women are expected to sacrifice.”
On Culture & Expectations
“Teaching is seen as temporary for women—until marriage.”
“Sometimes I hide my struggles because people will say I am weak.”
“If a woman is strict and confident, she is called disrespectful. When a man does the same, he is called a leader.”
On Why Female Teachers Matter
“Girls confide in us in ways they never could with men. Our presence protects them.”
“When girls see us teach, they believe they can become anything.”
“A school without women cannot understand the reality of girls.”
On What Needs to Change
“We need leadership training for women — not sympathy.”
“Support systems must be created, not just talked about.”
“Policies are written but never practiced. We need implementation.”
Quotes from Students Leading the Research
“The stories opened my eyes. So many challenges are invisible until you ask deeply.”
“Collecting data changed me. Leadership is listening.”
“We realized we must advocate for structural change, not individual survival.”
