Professional Identity Dilemmas of a Female Part-time Teacher in Tribhuvan University: An Auto-ethnographic Study

Abstract

Professional identify of female part-time teachers is negotiated within the context of gender discrimination. This study uses an auto-ethnographic approach that explores the lived experience of a female part-time teacher in TU, Nepal. It uses qualitative conversational approach to theme analysis support thick description to collect, organize and analyze data. Study's reflection on eight years of reflections as a female part-time teacher. The study uses a self-reflexive methodology draws from Johnson and Provan (1995) critique of part-time teaching roles and Smith (2002) investigation of gender inequities. It is found that critical issues encountered by a female part-time teacher, impulses for systemic reform in university culture. In order to counteract gender-based discrimination in higher education, this study recommends establishing an inclusive environment, justice, fairness and advocating for policy changes to recruit female teachers by the TU constituent campuses.