Introduction

Gender Inequality
Gender inequality remains a persistent global issue, particularly in developing nations

like Pakistan, where socio-cultural norms often restrict women's participation in economic and

professional spheres (Iqbal & Asim, 2024). Gender disparities manifest in unequal pay, limited

career advancement opportunities, and workplace discrimination (Wu, 2023). In Pakistan,

patriarchal structures reinforce traditional gender roles, confining women to domestic

responsibilities and undervaluing their professional contributions (Ali et al., 2025). Education is

widely recognized as a key driver in challenging these stereotypes and fostering gender equity

(Smith & Sinkford, 2022).

Role of Education in Social Development

Education catalyzes social transformation by empowering individuals with knowledge,

critical thinking, and awareness of their rights (Kosar, 2024). Education enhances employability,

reduces gender biases, and promotes inclusive workplace policies (Kabeer, 2021). In Pakistan,

however, female literacy rates lag, particularly in rural regions like Southern Punjab, where

cultural barriers hinder girls' access to education (Arshad, 2024). Addressing these disparities

through education could significantly mitigate workplace gender inequality (Ryan, 2023).

Gender Balance in Pakistan

Pakistan ranks 145th out of 156 countries in the Global Gender Gap Index (Iqbal &

Asim, 2024) reflecting severe disparities in economic participation and educational attainment.

Southern Punjab, including Bahawalpur, exhibits pronounced gender gaps due to conservative

traditions, low female workforce participation, and limited educational infrastructure (Noureen,

2023). While urban centers show gradual improvements, rural areas remain entrenched in

gender-biased employment practices (Ali et al., 2025).

Statement of the Problem:
Despite global advancements in gender equality, Southern Punjab continues to

experience significant workplace gender disparities. Women face systemic barriers, including

wage gaps, occupational segregation, and limited leadership representation (Iqbal et al., 2025).

While education is theorized to reduce such inequalities, empirical evidence within this regional

context remains scarce. This study seeks to examine how education influences gender

perceptions among teachers in government schools in Bahawalpur, assessing whether

educational interventions can foster workplace equity.

Objectives of the study:

The objectives of this study will be to:
1. Analyze the impact of education on gender equality at the workplace.
2. Identify barriers to equal education opportunities that influence gender inequality at the
workplace.
3. Evaluate the influence of education on leadership roles and career progression for
women.
4. Recommend strategies and programs that can foster workplace gender equality.
5. Explore male teachers' perceptions of education’s influence in reducing workplace gender
inequality.
6. Assess female teachers' perceptions of education’s role in mitigating workplace gender
disparities.
7. Investigate school leaders' understanding of how education can reduce gender inequality.
8. Compare male and female employees' mindsets regarding education’s effectiveness in
reducing gender stereotypes in professional settings.

Research Questions:
This study focused on the answers of these research questions:
1. What is the impact of education on gender inequality?
2. How do gender inequality at the workplace influenced by barriers to equal education
opportunities?
3. What is the influence of education on leadership roles and career progression for women?
4. What strategies and programs can reduce gender inequality at work place?
5. How do male teachers perceive the role of education in reducing workplace gender
inequality?
6. What are female teachers' views on education’s impact on workplace gender equity?
7. How do educational leaders perceive education as a tool for reducing gender disparities at
work?
 8. Are there significant differences between male and female teachers' beliefs about
education’s effectiveness in reducing gender stereotypes?

Scope of the Research

This study focuses on government school teachers in Bahawalpur, Southern Punjab, as

they represent a critical segment of the educated workforce. The research employs a quantitative

approach, utilizing structured surveys to gather perceptions on gender inequality and education.

Findings may inform policymakers and educational institutions on strategies to promote gender

equity in workplaces.

Significance of Research
This study contributes to existing literature by providing region-specific insights into how

education influences gender perceptions in a conservative setting. It may aid in designing

gender-sensitive educational policies and workplace reforms in Bahawalpur, Southern Punjab.

Additionally, findings could guide NGOs and government initiatives aimed at female

empowerment through education.

Target Population
The study targets government school teachers (male and female) and administrative

leaders in Bahawalpur, Southern Punjab. The sample will include primary, secondary, and

higher-secondary teachers to ensure diverse perspectives. The target population will

approximately 10588 teachers (male and female). This ensures statistical significance and

generalizability of finding.
 District Bahawalpur
1666 Public schools
10855 teachers

6 Tehsils

Bahawalpur city Bahawalpur Sadda

176 schools 253 schools

Elementay wing Scondary Wing Elementay wing Scond

Boys schools Girls schools Boys schools Girls schools Boys schools Girls schools Boys schools
55 80 18 23 118 102 17

Male teachers Female teachers Male teachers Female teachers Male teachers Female teachers Male teachers
346 545 552 723 551 561 367

Total Teachers Total Teachers

2166 1799

Ahmedpur East Yazman

478 schools 349 schools

Elementay wing Scondary Wing Elementay wing Scond

Boys schools Girls schools Boys schools Girls schools Boys schools Girls schools Boys schools
222 210 31 15 150 139 29
Male teachers Female teachers Male teachers Female teachers Male teachers Female teachers Male teachers
764 672 593 290 603 656 439

Total Teachers Total Teachers

2319 2100
 Hasilpur Khairpur Tamewa
277 schools 133 schools

Elementay wing Scondary Wing Elementay wing Scond

Boys schools Girls schools Boys schools Girls schools Boys schools Girls schools Boys schools
120 122 17 18 73 47 8

Male teachers Female teachers Male teachers Female teachers Male teachers Female teachers Male teachers
472 578 362 383 271 182 151

Total Teachers Total Teachers

1795 676
 Sampling Technique
A random sampling technique will be employed to select participants from various government schools in

Bahawalpur. This ensures unbiased representation and generalizability of findings (Jinga & Hassen,

2025)

Total Sample size

400

Hasilpur Khairpur Tamewa

200 sample size 200 sample size

Head Teachers Head T

Male head Feamale head Male teachers Female teachers Male head Female head Male teachers
25 25 75 75 25 25 75

Data Collection
A structured survey questionnaire will be distributed electronically and in-person,

comprising Likert-scale questions on:

a. Perceptions of gender inequality in workplaces

 b. Beliefs about education’s role in reducing disparities
c. Personal experiences with gender bias

Data Analysis
Quantitative data will be analyzed using SPSS Statistics 28, employing:

a. Descriptive statistics (mean, standard deviation)

b. Independent t-tests to compare male and female responses
c. Regression analysis to assess education’s impact on gender perceptions
Time Frame
Phase Duration
Literature Review 2 months
Proposal Development 1 month
Data collection 3 months
Data Analysis 3 months
Report writing 3 months
Total Duration 12 months

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