Guatemala vs Türkiye: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Guatemala
- Türkiye
How they compare
Türkiye currently reports 50.0% against 48.6% in Guatemala, a difference of 1.4%.
The two have swapped places 1 time across 11 shared years of data; in 2006 it was Guatemala ahead.
Guatemala ranks 96th and Türkiye ranks 95th of 131 countries.
Guatemala has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Guatemala | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 42.7% | 41.5% | 1.2% | Guatemala |
| 2010s | 45.3% | 45.2% | 0.0% | Guatemala |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in upper secondary education who are female, Guatemala or Türkiye?
- Türkiye, at 50.0% against 48.6% in Guatemala as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Guatemala and Türkiye?
- 1.4%, with Türkiye ahead.
- How many years of comparable data are there for Guatemala and Türkiye?
- 11 years are reported by both, from 2006 to 2018.
- How do Guatemala and Türkiye rank globally for percentage of teachers in upper secondary education who are female?
- Guatemala ranks 96th and Türkiye ranks 95th of 131 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in upper secondary education who are female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of female teachers at the upper secondary level expressed as a percentage of the total number of teachers (male and female) at the upper secondary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.