Abstract
Nepalese schools have overwhelmingly more male teachers in public schools that do not align with the growing concern of developed countries with fewer males. The impetus to recruiting more female teachers in primary schools has been emphasized to bring more girls to schools, reduce their dropouts and have better academic performance. This survey was carried out in 37 community schools through census method in Pokhara sub metropolitan municipality of Kaski district. Descriptive analysis and t-test were applied to the annual examination records of 5965 students over the five years (2008 – 2012) period. Results from the survey show the girls have outperformed boys in the five years of trend. The findings of the study show that there is no statistical relationship between the gender of a teacher and academic scores of the students. It means that when a female teacher is recruited, it necessarily do not increase the academic performance of girls.
Keyword(s)
female teachers, girls’ education, Academic achievement, outperformance