‘Breaking the Glass Classroom: Unravelling Impact of Gender Discrimination and Perceived Inequities on Job Satisfaction in Educational Professions in Pakistan’

Abstract

This study examined 'Breaking the Glass Classroom: Unravelling Gender Discrimination and Perceived Inequities in Pakistani Educational Professions,' analyses of gender discrimination, perceived disparities, and work satisfaction among professors in public sector universities in Punjab, Pakistan, and captures the essence of the study. The nature of the study was descriptive. A stratified random sample technique, used in survey methodology with a quantitative approach, ensures improved external validity. The population of the study was male and female university teachers in the public sector in the district of Punjab. Credible conclusions are generated using a standardized questionnaire with predetermined scales and careful statistical analysis of the information gathered from 600 teachers. The study demonstrates a negative association between perceived disparities and job happiness, reveals subtle differences among faculties, and reveals increased gender discrimination against female professors. Although there is no statistically significant in the average level of job satisfaction, the study emphasizes its practical importance by using large effect sizes. Given that the study offers practical advice for decision-makers in government and education, there is an urgent need to promote inclusive workplaces.