References
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- Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49–67. https://doi.org/10.1111/j.2044- 8279.1995.tb01130.x
- Cappelli, G., & Quiroga Valle, G. (2021). Female teachers and the rise of primary education in Italy and Spain, 1861–1921: evidence from a new dataset†. The Economic History Review. https://doi.org/10.1111/ehr.13068
- Cassidy, T. (2008). Bullying and victimisation in school children: the role of social identity, problem-solving style, and family and school context. Social Psychology of Education, 12(1), 63–76. https://doi.org/10.1007/s11218-008- 9066-y
- Fimian, M. J. (1986). Social Support and Occupational Stress in Special Education. Exceptional Children, 52(5), 436–442. https://doi.org/10.1177/001440298605200505
- Friedman, I. A. (1995). Student Behavior Patterns Contributing to Teacher Burnout. The Journal of Educational Research, 88(5), 281–289. https://doi.org/10.1080/00220671.1995.994131 2
- Gardiner, M. E., Enomoto, E., & Grogan, M. (2000). Coloring outside the lines: Mentoring women into school leadership. Suny Press.
- Gobena, L. (2014). Major factors that affect female teachers’ participation in school leadership: The case of public primary schools in Jimma Town (Doctoral dissertation, Jimma University).
- Gregory, S. T. (2001). Black Faculty Women in the Academy: History, Status, and Future. The Journal of Negro Education, 70(3), 124-138. https://doi.org/10.2307/3211205
- Heneveld, W., & Craig, H. (1996). Schools count: World Bank project designs and the quality of primary education in Sub-Saharan Africa (Vol. 303). World Bank Publications.
- Holtkamp, L. A. (2002). Crossing Borders: An Analysis of the Characteristics and Attributes of Female Public School Principals. Advancing Women in Leadership Journal, 10(1), 1-20.
- Jenkins, P. H. (1995). School Delinquency and School Commitment. Sociology of Education, 68(3), 221. https://doi.org/10.2307/2112686
- Kearney, M. L. (Ed.). (2000). Women, power, and the academy: from rhetoric to reality. Berghahn Books.
- Mannathoko, C. (1999). Theoretical perspectives on gender in education: the case of Eastern and Southern Africa. In Education, Equity and Transformation, 445-460, Springer, Dordrecht.
- Melzer, S. A. (2002). Gender, Work, and Intimate Violence: Men’s Occupational Violence Spillover and Compensatory Violence. Journal of Marriage and Family, 64(4), 820–832. https://doi.org/10.1111/j.1741- 3737.2002.00820.x
- Memon, G. R. (2007). Education in Pakistan: The key issues, problems and the new challenges. Journal of Management and Social Sciences, 3(1), 47-55.
- Msweli, S. J. (2020). Exploring experiences of teachers leading teaching and learning in the era of advanced technology: a case study of teachers in two rural schools (Doctoral dissertation).
- Nishimura, M., Yamano, T., & Sasaoka, Y. (2008). Impacts of the universal primary education policy on educational attainment and private costs in rural Uganda. International Journal of Educational Development, 28(2), 161–175. https://doi.org/10.1016/j.ijedudev.2006.09.017
- Odebode, A. A. (2018). Influence of Psychosocial Factors on Job Performance of Female Teachers in Kwara State, Nigeria. International Journal of Instruction, 11(3), 233–248. https://doi.org/10.12973/iji.2018.11317a
- Rhee, K. S., & Sigler, T. H. (2015). Untangling the relationship between gender and leadership. Gender in Management: An International Journal, 30(2), 109–134. https://doi.org/10.1108/gm-09-2013-0114
- Shakeshaft, C. (1995). Reforming science education to include girls. Theory Into Practice, 34(1), 74– 79. https://doi.org/10.1080/00405849509543660
- Behrman, W. H., & Turk, D. C. (1981). Adaptation to Divorce: Problems and Coping Strategies. Journal of Marriage and the Family, 43(1), 179. https://doi.org/10.2307/351428
- Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49–67. https://doi.org/10.1111/j.2044- 8279.1995.tb01130.x
- Cappelli, G., & Quiroga Valle, G. (2021). Female teachers and the rise of primary education in Italy and Spain, 1861–1921: evidence from a new dataset†. The Economic History Review. https://doi.org/10.1111/ehr.13068
- Cassidy, T. (2008). Bullying and victimisation in school children: the role of social identity, problem-solving style, and family and school context. Social Psychology of Education, 12(1), 63–76. https://doi.org/10.1007/s11218-008- 9066-y
- Fimian, M. J. (1986). Social Support and Occupational Stress in Special Education. Exceptional Children, 52(5), 436–442. https://doi.org/10.1177/001440298605200505
- Friedman, I. A. (1995). Student Behavior Patterns Contributing to Teacher Burnout. The Journal of Educational Research, 88(5), 281–289. https://doi.org/10.1080/00220671.1995.994131 2
- Gardiner, M. E., Enomoto, E., & Grogan, M. (2000). Coloring outside the lines: Mentoring women into school leadership. Suny Press.
- Gobena, L. (2014). Major factors that affect female teachers’ participation in school leadership: The case of public primary schools in Jimma Town (Doctoral dissertation, Jimma University).
- Gregory, S. T. (2001). Black Faculty Women in the Academy: History, Status, and Future. The Journal of Negro Education, 70(3), 124-138. https://doi.org/10.2307/3211205
- Heneveld, W., & Craig, H. (1996). Schools count: World Bank project designs and the quality of primary education in Sub-Saharan Africa (Vol. 303). World Bank Publications.
- Holtkamp, L. A. (2002). Crossing Borders: An Analysis of the Characteristics and Attributes of Female Public School Principals. Advancing Women in Leadership Journal, 10(1), 1-20.
- Jenkins, P. H. (1995). School Delinquency and School Commitment. Sociology of Education, 68(3), 221. https://doi.org/10.2307/2112686
- Kearney, M. L. (Ed.). (2000). Women, power, and the academy: from rhetoric to reality. Berghahn Books.
- Mannathoko, C. (1999). Theoretical perspectives on gender in education: the case of Eastern and Southern Africa. In Education, Equity and Transformation, 445-460, Springer, Dordrecht.
- Melzer, S. A. (2002). Gender, Work, and Intimate Violence: Men’s Occupational Violence Spillover and Compensatory Violence. Journal of Marriage and Family, 64(4), 820–832. https://doi.org/10.1111/j.1741- 3737.2002.00820.x
- Memon, G. R. (2007). Education in Pakistan: The key issues, problems and the new challenges. Journal of Management and Social Sciences, 3(1), 47-55.
- Msweli, S. J. (2020). Exploring experiences of teachers leading teaching and learning in the era of advanced technology: a case study of teachers in two rural schools (Doctoral dissertation).
- Nishimura, M., Yamano, T., & Sasaoka, Y. (2008). Impacts of the universal primary education policy on educational attainment and private costs in rural Uganda. International Journal of Educational Development, 28(2), 161–175. https://doi.org/10.1016/j.ijedudev.2006.09.017
- Odebode, A. A. (2018). Influence of Psychosocial Factors on Job Performance of Female Teachers in Kwara State, Nigeria. International Journal of Instruction, 11(3), 233–248. https://doi.org/10.12973/iji.2018.11317a
- Rhee, K. S., & Sigler, T. H. (2015). Untangling the relationship between gender and leadership. Gender in Management: An International Journal, 30(2), 109–134. https://doi.org/10.1108/gm-09-2013-0114
- Shakeshaft, C. (1995). Reforming science education to include girls. Theory Into Practice, 34(1), 74– 79. https://doi.org/10.1080/00405849509543660
Cite this article
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APA : Malik, N. J., Munir, N., & Shahzad, M. A. (2022). Female Primary School Teachers Problems in 21st Century: A Case of Southern Punjab. Global Sociological Review, VII(II), 132-141 . https://doi.org/10.31703/gsr.2022(VII-II).14
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CHICAGO : Malik, Navid Jamil, Namra Munir, and Muhammad Asif Shahzad. 2022. "Female Primary School Teachers Problems in 21st Century: A Case of Southern Punjab." Global Sociological Review, VII (II): 132-141 doi: 10.31703/gsr.2022(VII-II).14
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HARVARD : MALIK, N. J., MUNIR, N. & SHAHZAD, M. A. 2022. Female Primary School Teachers Problems in 21st Century: A Case of Southern Punjab. Global Sociological Review, VII, 132-141 .
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MHRA : Malik, Navid Jamil, Namra Munir, and Muhammad Asif Shahzad. 2022. "Female Primary School Teachers Problems in 21st Century: A Case of Southern Punjab." Global Sociological Review, VII: 132-141
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MLA : Malik, Navid Jamil, Namra Munir, and Muhammad Asif Shahzad. "Female Primary School Teachers Problems in 21st Century: A Case of Southern Punjab." Global Sociological Review, VII.II (2022): 132-141 Print.
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OXFORD : Malik, Navid Jamil, Munir, Namra, and Shahzad, Muhammad Asif (2022), "Female Primary School Teachers Problems in 21st Century: A Case of Southern Punjab", Global Sociological Review, VII (II), 132-141
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TURABIAN : Malik, Navid Jamil, Namra Munir, and Muhammad Asif Shahzad. "Female Primary School Teachers Problems in 21st Century: A Case of Southern Punjab." Global Sociological Review VII, no. II (2022): 132-141 . https://doi.org/10.31703/gsr.2022(VII-II).14