Breaking the Chalk Ceiling: Challenges and Strategies for Female Teachers during Digital Transformation in Sri Lankan Education

Abstract

In an era of rapid technological change, integrating digital technology into education has become essential, enabling innovation and progress. Examples include the use of learning management systems, online teaching platforms, digital curricula, and initiatives such as smart classrooms and teacher ICT training programs. However, this shift highlights the persistent digital gender gap, as women continue to be underrepresented in digital domains across the globe. This paper explores the evolving role of female teachers in Sri Lanka during the country's digital education transformation, focusing on rural school setting. It addresses two objectives: exploring gender-specific challenges faced by female school teachers and identifying strategies they can use to overcome these barriers. The study adopts a qualitative approach grounded in interpretivism and guided by a phenomenological strategy. Semi-structured interviews were conducted with twelve (12) female school teachers from diverse socio-cultural and professional backgrounds in Matale district. The data were analyzed using thematic analysis, to identify key patterns and insights. Findings revealed three main challenges: individual, institutional, and socio-cultural/economic. Individual challenges included lack of awareness, motivation and concerns around self-efficacy and selfesteem due to minimal digital exposure. Institutional issues involved inadequate support, outdated training, and biased decision-making influenced by favoritism and gender discrimination. Socio-cultural and economic factors were linked to traditional gender roles and stereotyping, hindering female teachers' engagement in digital education. To address these challenges, strategies highlighted included promoting female leadership in technology, providing tailored training, fostering support systems, promoting gender equality through schools. The study concludes by stressing the importance of gender-sensitive policies to empower female teachers in Sri Lanka’s digital education transformation journey. Further research should explore urban-rural disparities, different stakeholder perception and their impact on female teachers' roles in digital education.