Role of Technology Integration in Professional Growth Among Female Teachers in Private Secondary Schools of Karachi: A Phenomenological Study

Abstract

This study seeks to understand the role of technology integration in the professional growth of female teachers in private schools in the city of Karachi by exploring their lived experiences, perceptions and meaning related to the use of digital tools in their professional lives. A phenomenological research design was used in this study to examine how female teachers in private secondary schools of Karachi address professional growth through technology integration. Semi-structured interviews were conducted through a purposive sampling technique with 6 female secondary teachers. In order to achieve a more insight into the perception of participation, data were analyzed with Braun and Clarke’s six-phase thematic analysis. The results showed four interdependent themes, such as lived tensions in technology integration and undermining forces on professional identity. The research paper emphasizes the role of technology integration, infrastructure, and professional growth of female teachers. This paper contributes to the limited qualitative research on gendered experiences of teaching in the Pakistani Private education system by giving a voice to female teachers in the context of South Asia. To ensure that female teachers can work in sustainable professional environments, the findings offer practical implications for policy-makers, gender-responsive leadership and the teacher support system.