WFC labour force participation rate for women is

WFCamong Female University Teachers of Bangladesh WFC: AnOutcome of Women Empowerment in Bangladesh The Term Work-Family Conflict (WFC) is an outcome ofdifferent factors for example, individual-related, job-related &family-related factors (Akkas M.A., 2015, p. 2068). Traditionally, WFCoccurs to the male employees but later it got absorbed to some extent with thehelp of female participation in family responsibilities. But things are goingto extremely wrong with the increase of female labour participation rate. Accordingto Quarterly Labour Force Survey Bangladesh 2015-16 (Bangladesh Bureau of Statistics, 2017, p.

41), labour forceparticipation rate for women is still very low in our country as it is only 35.6%while 81.9% of total is contributed by the male members. It is so tough forfemale members of the family to minimize the underlined WFC in the society likeours. That’s why we will try to have a special focus for the female section ofour society.Teachingas a Career for FemaleIn most of the countries “Teaching” is thought to beone of the “Women-friendly” or “Family-friendly” professions because of itsflexibility to deal with.

Besides, it is free from the rigid and longer workinghours. Bangladeshi culture hardly allows the female members to work as freelyas their male counterparts. Teaching career compared to other professions, tosome extent, gives that room of autonomy for the female of our country. Likethe discussed earlier, there are many other reasons for which female section ismoving their interest towards this career.

The changes can be clearlyunderstood when we can have a look towards the recent trends of femaleparticipation in teaching career. The percentage of female teachers inBangladesh rose 49 to 60% in primary education during 2010-15 and in secondaryand upper secondary education, the percentage has been increased 2% more duringthe year 2010-2015 (Bangladesh Bureau of Statistics (BSS), 2017, pp. 25, 34 & 40). Even, Bangladeshifemale teacher has been nominated for Global Teacher Prize 2017. Similarchanging trends are also reflecting even in the case of higher education. Asignificant rise was seen in this trend in 2009. The most important example ofthis change can be taken from the scenario of University of Dhaka, the mostrenowned university of Bangladesh. According to the university administration,there are 630 female teachers working in DU.

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In fact, the ratio became 1:3.18between male and female teachers of the university. Surprisingly, at present,the heads of our 16 departments are female (Dhaka Tribune Desk, 2017, pp. para. 1,4,6,8).The changing scenario is automatically describing the maximum level ofappropriateness of teaching career in the context of Bangladesh.

WFC for FemaleUniversity TeachersIt cannot be said that there is no WFC conflict inany particular profession. It can be managed up-to the highest minimum levelbut it cannot be equal to zero. However, the earlier discussion regarding theappropriateness of teaching career refers to the minimum level of WFC and whenit is the case of university teachers, then, it is lower even than the primaryand secondary school teachers. The university teachers can lead a comfortablelife as they are not bound to any rigid class schedule. Rather, they are freeto reschedule their classes and exam times and sometimes they can interchangethe schedules with their colleagues. Such scopes allow them to enjoy flexibleworking hours that help them to reduce role conflict. The minimum level of roleconflict indicates the minimum level of WFC and highest level of work-familyintegration (Marks S.

R., 1977, pp. 921-936).

In most of the cases, university teachers are alsoprovided with housing facilities in the university areas. Transportationfacilities are given for those who live outside the campus area. Thus, they canhave much more leisure times to meet the family demands and thus time-basedconflict is reduced to minimum level. Then, their contributions to work andfamily also get balanced with the balance of time-based conflict (Evans P., 1984). With the help ofreduced WFC, the different negative consequences of WFC, for example,individual-specific, job-specific & family-specific consequences getmanaged (Akkas M.A., 2015).

   Bibliography Akkas M.A., H. M. (2015). Causes and Consequences of Work-Family Conflict (WFC) among the Female Employees in Bangladesh: An Empirical Study. Journal of Business and Economics , Volume 6, 2063-2071.

Bangladesh Bureau of Statistics (BSS). (2017). Education Scenario in Bangladesh: Gender Perspective. Diakonia: Statistics & Informatics Division.

Bangladesh Bureau of Statistics. (2017). Quarterly Labour Force Survey of Bangladesh 2015-16. Dhaka, Bangladesh: Statistics & Informatics Division, Ministry of Planning. Dhaka Tribune Desk. (2017, July 22). Dhaka Tribune. Retrieved January 18, 2018, from Dhaka Tribune Web site: http://www.

dhakatribune.com/bangladesh/education/2017/07/22/female-teachers-du/ Evans P., &. B. (1984, January). The changing pictures of the relationship between career and family. journal of Organigational Behavior , 9-21. Marks S.

R. (1977). Multiple Roles and Role Strain: Some Notes on Human Energy, time and Committment. American Sociological Review , 42, No.

6, 921-936.