Role of Education in Women’s Relational Empowerment at School Level in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan: A Quantitative Study
DOI:
https://doi.org/10.55737/rl.2025.44140Keywords:
Women Relational Empowerment, School Teachers, School Level, Education, PakistanAbstract
Education is essential to women's empowerment that helps in their progress in the society. In the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa, Pakistan, this study examines how education moves women empowerment at the school level. The objective was to find out education contributes to women's relational empowerment at the school level in the study area is the key aim of the research. In a similar vein, the study purposes to determine how school instructors contribute to the relational empowerment of women in the research region. The study was quantitative in nature, and 360 female school teachers from the four districts of Bajawar, Kurram, Khyber, and Mohmmand Newly Merged Districts (NMD) were chosen using the Krejcie & Morgan, sample size determination table. The Statistical Package for Social Sciences (SPSS) was used to examine the data that was taken from 360 primary, middle, and high school teachers using structured questionnaires. Tables and frequencies were used to display the investigated data. The examined data demonstrated that in Khyber Pakhtunkhwa's recently merged districts, education can actually promote women's relational empowerment. Results showed that higher educational attainment significantly predicts all six relational empowerment indicators after controlling for age, experience, and school type. Implications for policy and educational practice in post-conflict and culturally diverse settings are discussed.
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