Women Teachers And Household Security

As I walk the corridors of the chalk-and-talk profession, I often find myself reflecting on how my female colleagues manage the weight of both professional duties and domestic responsibilities. In an economy that grows more demanding by the day, and amid increasingly unpredictable family dynamics, I can’t help but question how they cope. This concern has led me to examine the intersection of women teachers’ roles and household security.

For decades, teaching has been viewed as a profession that naturally aligns with the roles women were traditionally expected to fulfill. The profession’s structure, with its relatively shorter working hours, long school holidays, and flexibility in scheduling, made it an attractive choice for women who were also expected to manage family responsibilities. This perception was deeply rooted in societal norms that saw teaching as a vocation that complemented domestic duties, such as raising children and managing the household. But today, the picture has changed. Economic pressures and job scarcity have pushed more men into classrooms, transforming teaching into a fallback profession. Unfortunately, while access has widened, respect and structure have not kept pace.

While both male and female teachers encounter significant pressures within the emerging teaching profession, this piece focuses specifically on women teachers. This focus is not to downplay the challenges faced by their male counterparts, but rather to highlight the unique and often compounded pressures women face. In many ways, women are the lifeline of education and the teaching profession. Across all levels of schooling—especially in early childhood and primary education—women make up the majority of the workforce, often serving not just as instructors, but as mentors, caregivers, and emotional anchors for students. Their presence brings a nurturing dimension to learning environments, fostering stability and continuity in classrooms. Beyond instruction, women Teachers frequently take on additional, often invisible roles that keep the system functioning—coordinating school events, managing student welfare, and supporting colleagues. Without their commitment and resilience, the very foundation of education would be significantly weakened. From balancing professional expectations to managing domestic responsibilities, the dynamics at play warrant closer examination. Let us explore these complexities.
In many parts of Africa and beyond, women teachers are increasingly burdened by a mounting pressure that stretches beyond the classroom and into their personal lives. Their workdays rarely end when the school bell rings, often spilling into long commutes home, unpaid overtime, and a constant stream of messages from parents or school administrators demanding immediate responses. The expectations placed on these women are relentless: they must balance lesson planning, grading assignments, and responding to concerns, all while navigating the challenges of managing their households and family responsibilities. For many, the lines between work and personal life blur as they sacrifice evenings and weekends to meet the unceasing demands of both their profession and their families, often with little support or recognition.

Despite low and often delayed salaries, these women stretch every coin. Some are single mothers or sole breadwinners, supporting extended families while handling rising living costs. To make ends meet, many run side businesses, take on extra tutoring, or farm on weekends. In underfunded schools and homes with unreliable utilities, they still find ways to prepare lessons, feed children, and show up again the next day.

But behind this quiet strength is a toll that is too often ignored. Many women teachers report deep exhaustion and isolation. Constant caregiving—without time, space, or support for themselves—leaves them physically and emotionally depleted. The weight of being both teacher and provider wears heavily, yet their challenges rarely make it into mainstream conversations about education or workforce development.

Still, they adapt. Many have created informal support systems—small co-ops, peer loan circles, and community networks that offer both financial and emotional relief. Some teach online in the evenings or sell products during school breaks. These aren’t just side hustles—they are survival strategies born from necessity and resilience.

If education systems are to truly thrive, then women teachers must be properly supported. That starts with fair, timely pay that reflects their value. Schools must also offer structures that recognize their dual roles—like on-site childcare, mental health services, and more flexible policies. Just as importantly, societies must shift the way they view teaching—not as a convenient job for women, but as a vital profession that deserves investment and respect.
Women teachers are not just filling classrooms; they are holding up families and communities. Their dual roles—as educators and as central figures in their homes—underscore the depth of their contribution to both societal and educational stability. Recognizing and supporting their efforts is not just an act of fairness—it’s essential to the future of education itself.

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Oluwatosin Osemeobo is a passionate lifelong learner, writer, sustainability advocate, and educator with over 15 years of experience in teaching and a strong background in education. He holds a Bachelor of Education from Obafemi Awolowo University (OAU) and a Nigeria Certificate in Education from the College of Education, Zuba. His academic achievements include certifications in Inclusive Leadership from the Open University, UK, and Sustainable Diet from the United Nations Climate Change (UNCC) programme. Additionally, he has earned prestigious certifications from the University of Cambridge in areas such as the UN Convention on Child Rights, Trade Rules, Sustainable Development, and Law, among others. Tosin designs and leads initiatives that use schools as a catalyst for sustainable development and teacher wellbeing. He is the President and Convener of When TEACHERS Pray, a global virtual platform dedicated to the spiritual wellbeing of school communities. Through his writing, advocacy, and community engagement, he empowers schools worldwide to adopt sustainable practices, fostering a future that is socially just, equitable, and environmentally conscious. He is currently living and working with a School in Abuja, Nigeria.

Email: tosemeobo@gmail.com
Phone: +234 806 561 1550
Linkedin: www.linkedin.com/in/oluwatosin-osemeobo-9b8a7a12a