Gender Aspects of the Professionalism of Female Teachers in Ukraine within the Context of Expanding Employment Rights at the Beginning of the 20th Century

Abstract

Motherhood for women remains a factor causing gender inequality in the labor market. This study examines the gender aspects of the professionalism of female teachers in Ukraine within the context of the expansion of their employment rights at the turn of the 19th to 20th century. The research employs a gender approach, methods of socio-cultural history, and elements of discourse analysis.

Employment of female teachers in primary schools was associated with an increase in female graduates with pedagogical qualifications from secondary education institutions. The gender-restrictive legislation of the Russian Empire led to labor market disparities between the demand for male labor and the supply of female labor. To address the shortage of subject-specific teachers in two-class urban schools, a temporary admission of female teachers was considered. Feedback from the directors of public schools supported this measure, highlighting the professionalism, diligence, and general cultural competencies of female teachers.

The study reveals that school authorities had gender-related concerns regarding the employment of female teachers. The preferred candidates were women over 25 years old with teaching experience and authority among male students. Marriage and motherhood were identified as gender markers of professionalism that shaped women’s attitudes toward their work. The professional reputation of these teachers was often influenced by their husband’s status, the success (or lack thereof) of their marriage and family life, and whether they had young children. The most in-demand type of female educator was the single, diligent, and unpretentious worker. Single women who were breadwinners with minor children constituted the most socially vulnerable category of teachers, often willing to accept any available teaching position.