Evaluating the Impact of Female-Only Teaching Staff in Government Primary Schools on Enrollment, Retention, and Learning Outcomes

Abstract

Introduction: Even in developing countries, gender disparities in elementary education access and outcomes remain a persistent challenge. Female teachers are widely believed to create safer, more supportive learning environments, particularly for young girls, which can positively influence enrollment, retention, and learning outcomes.

Objective: This study assesses the effects of female-only teaching faculty in government primary schools in Peshawar on student enrollment, retention, and learning outcomes.

Material and Methods: A quasi-experimental, longitudinal design was employed, comparing student outcomes at the start and end of 2023 across 40 government primary schools. The sample included approximately 20–25 students per school in Grades 1–5. Propensity Score Matching (PSM) was used to ensure comparability across grades and school characteristics, while Difference-in-Differences (DiD) regression models with school fixed effects and clustered standard errors were applied to estimate the causal effects of female-only teaching staff on student outcomes, controlling for school-level variables such as pupil–teacher ratio, teacher qualifications, infrastructure, and socio-economic context. Supplementary qualitative data from interviews with teachers and focus group discussions with parents contextualized the quantitative findings.

Results: Female-only staffed schools demonstrated significant improvements in enrollment, particularly for girls, alongside higher attendance rates, lower dropout rates, and increased grade transition rates. Standardized learning assessments showed substantial gains in Mathematics, Reading/Language, and Environmental Studies over the study period. These effects were robust across multiple model specifications and subgroup analyses. The findings suggest that the presence of female teachers enhances academic achievement, engagement, and retention, thereby contributing to overall educational quality and gender equity.

Conclusion: The study provides strong evidence that female-only teaching staff in government primary schools significantly improve student enrollment, retention, grade progression, and learning outcomes, with particularly pronounced benefits for girls. These findings underscore the policy relevance of female teacher representation. Practically, education authorities should prioritize the recruitment, training, and equitable deployment of qualified female teachers, especially in underserved and rural areas, while ensuring supportive working conditions and retention incentives. Future research should explore the long-term academic and socio-economic impacts of female teacher representation and investigate contextual factors that may enhance or moderate these effects to inform more targeted and sustainable education policies.