Denmark vs Honduras: Teachers in primary education, female

Denmark
31,806 number
in 2018
Honduras
32,672 number
in 2019
Denmark rank
82nd
Honduras rank
81st

Teachers in primary education, female over time

  • Denmark
  • Honduras
10.0k15.0k20.0k25.0k30.0k35.0k197619972019

How they compare

Honduras currently reports 32,672 number against 31,806 number in Denmark, a difference of 866 number.

Across all 5 years both countries report, Honduras has been ahead every year.

Denmark ranks 82nd and Honduras ranks 81st of 196 countries.

Honduras has averaged higher in every one of the 1 decades both report.

Frequently asked questions

Which has higher teachers in primary education, female, Denmark or Honduras?
Honduras, at 32,672 number against 31,806 number in Denmark as of 2019.
What is the difference in teachers in primary education, female between Denmark and Honduras?
866 number, with Honduras ahead.
How many years of comparable data are there for Denmark and Honduras?
5 years are reported by both, from 1993 to 1999.
How do Denmark and Honduras rank globally for teachers in primary education, female?
Denmark ranks 82nd and Honduras ranks 81st of 196 countries.
Where does this data come from?
UNESCO Institute for Statistics, published as Teachers in primary education, female (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.

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Denmark vs Honduras: Teachers in primary education, female. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 26 August 2026, from https://education.statizoid.com/compare/teachers-in-primary-education-female-number/denmark/honduras/

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About this data

Indicator
Teachers in primary education, female (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
241 places, 7,410 data points, 1970–2020
Last refreshed

Total number of female teachers in public and private primary education institutions. 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.