Intersecting Identities and the Lived Experiences of Women Teachers: A Qualitative Study in Bhadrak District, Odisha, India

The present study explores the lived experiences of women school teachers in the Bhadrak district of Odisha, India. Using intersectional feminist theory, the research examines how gender multiplied with other identities shapes the professional and personal lives of these women along with the patriarchal notions of society. The study employs a qualitative approach and purposive and snowball sampling to collect data. Data has been collected from 15 women school teachers from rural Bhadrak working in government primary (1st-5th) and nodal (1st-7th) schools using in-depth interviews and observation methods. Findings reveal that many entered the teaching profession due to familial expectations rather than personal choice. However, they wanted to study more. For some, teaching offers a viable path for balancing multiple roles, but it also poses significant challenges for others. Many women report health issues related to the stress of managing work-life balance and performing non-teaching duties, which they find more burdensome than teaching itself. The study highlights the critical role of mobility and financial independence, as having a two-wheeler enhances personal freedom and reduces reliance on family members. Furthermore it underscores the empowerment these women experience in contributing financially and making educational decisions for their children, particularly daughters. This study contributes to understanding the intersection of gender and professional identities in rural India, highlighting the need for policies addressing women's unique challenges in education. Through this lens, the study advocates for reforms that empower women teachers to navigate and negotiate the complexities of their intersecting identities, which is lacking in academia, as most studies on women school teachers aim to understand their impact on girl child education and are quantitative in nature.