Impact Of Social Issues On Female Teachers’ Work Performance

Abstract

This study investigated the impact of social issues on the work performance of female teachers in District Dera Ismail Khan. Focusing on girls' public and private secondary schools, the research employed a quantitative descriptive design. Data were collected through a structured questionnaire from a sample of 338 Secondary School Teachers (SSTs), selected via stratified random sampling. The analysis utilized descriptive statistics and a t-test to explore stakeholders’ perceptions concerning social issues and female teachers' performance, and to compare these perceptions regarding the impact. The findings aim to provide evidence for policymakers to develop supportive interventions, thereby enhancing working conditions, promoting equity, and improving educational outcomes.