Gender Representation Among English Teachers in Secondary Schools in Montserrado County, Liberia: A Case Study of Confidence and Kingsley High Schools

Gender equity in education remains a global priority, yet disparities in teacher representation persist across many educational systems, particularly in subject-specific teaching positions. This study examined gender representation among English teachers in selected secondary schools in Montserrado County, Liberia, using Confidence and Kingsley High Schools as case studies. Specifically, the study sought to determine the extent of gender representation among English teachers and explore respondents' perceptions regarding gender equality in English language instruction. A quantitative descriptive cross-sectional research design was employed. Data were collected from a target sample of 20 participants using structured questionnaires, interviews, and observation checklists. All 20 completed responses were obtained, representing a 100% response rate. Data were analyzed primarily using descriptive statistics, including frequencies and percentages.
The findings revealed a marked gender imbalance in English teacher deployment, with all English teaching positions in the participating schools occupied by male teachers. Although respondents generally perceived that male and female teachers were treated equally within their respective schools, the staffing data demonstrated a clear disparity in gender representation. Student responses also reflected persistent gender stereotypes, with most participants characterizing male teachers as "strong-hearted" and female teachers as "soft-hearted." Furthermore, only a small proportion of respondents possessed higher professional qualifications, highlighting the need for continued professional development.
The study concludes that despite perceptions of equitable treatment, substantial gender disparities remain in the staffing of English teachers within the selected schools. The findings suggest the need for deliberate recruitment of qualified female English teachers, strengthened mentorship opportunities for aspiring female educators, and collaborative initiatives involving the Ministry of Education, teacher education institutions, and development partners to promote gender-responsive teacher recruitment and professional development. Given the study's small sample size and focus on two schools, the findings should be interpreted cautiously and are not intended to be generalized to all secondary schools in Liberia.

Gender representation; English teachers; Secondary education; Educational equity; Liberia; Teacher recruitment.

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