Percentage of teachers in upper secondary education who are female in Türkiye
Türkiye: Percentage of teachers in upper secondary education who are female was 50.0% in 2018. ▲ Rising
Percentage of teachers in upper secondary education who are female in Türkiye, 1994–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
The most recent figure for percentage of teachers in upper secondary education who are female in Türkiye is 50.0%, measured in 2018. That is the highest value across all 17 years on record.
That represents a change of up 1.7% on the previous year and up 20.8% over ten years.
Over the whole period, percentage of teachers in upper secondary education who are female in Türkiye peaked at 50.0% in 2018 and was at its lowest, 40.4%, in 2005.
Türkiye ranks 95th of 131 countries on this measure, in the middle of the range.
The long-run direction has been consistently rising across the 17 years of available data.
Percentage of teachers in upper secondary education who are female in Türkiye, year by year
| Year | % | Change |
|---|---|---|
| 1994 | 40.4% | — |
| 1995 | 40.5% | +0.2% |
| 1997 | 43.7% | +8.1% |
| 2004 | 40.5% | -7.3% |
| 2005 | 40.4% | -0.4% |
| 2006 | 41.6% | +3.0% |
| 2007 | 41.3% | -0.8% |
| 2008 | 41.4% | +0.3% |
| 2009 | 41.5% | +0.3% |
| 2010 | 41.9% | +0.9% |
| 2011 | 42.5% | +1.4% |
| 2012 | 43.1% | +1.5% |
| 2013 | 44.3% | +2.8% |
| 2014 | 45.6% | +2.8% |
| 2015 | 46.4% | +1.8% |
| 2017 | 49.1% | +5.9% |
| 2018 | 50.0% | +1.7% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 41.5% | 40.4% | 43.7% | 3 |
| 2000s | 41.1% | 40.4% | 41.6% | 6 |
| 2010s | 45.4% | 41.9% | 50.0% | 8 |
Countries ranked near Türkiye
More education data for Türkiye
- Teachers in secondary education, both sexes (number), gaps filled 788,294 (2023)
- Repeaters in primary education, all grades, both sexes (number), gaps 184,302 (2023)
- Enrolment in pre-primary education, male (number), gaps filled 1.05 million (2023)
- Enrolment in pre-primary education, female (number), gaps filled 980,973 (2023)
- Secondary education, pupils, gaps filled 12.31 million (2023)
- Primary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Primary education, pupils, gaps filled 5.54 million (2023)
- Primary education, pupils, annual growth rate 1.87 % change on previous year (2023)
- Primary education, pupils, per unit of GDP 0 units per US$ of GDP (2023)
- Primary education, pupils, per capita 0.0649 units per person (2023)
Frequently asked questions
- What is percentage of teachers in upper secondary education who are female in Türkiye?
- Percentage of teachers in upper secondary education who are female in Türkiye was 50.0% in 2018, according to UNESCO Institute for Statistics.
- What is the highest percentage of teachers in upper secondary education who are female recorded in Türkiye?
- The highest recorded value was 50.0% in 2018.
- What is the lowest percentage of teachers in upper secondary education who are female recorded in Türkiye?
- The lowest recorded value was 40.4% in 2005.
- How does Türkiye rank for percentage of teachers in upper secondary education who are female?
- Türkiye ranks 95th out of 131 countries with data for 2018.
- Is percentage of teachers in upper secondary education who are female rising or falling in Türkiye?
- Over the last ten years it is up 20.8%. The long-run trend across the full record is rising.
- Where does this Türkiye data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Percentage of teachers in upper secondary education who are female (%). Statizoid updates them automatically from the source API.
Download this data
CSV · JSON — 17 observations, free to reuse under CC BY 4.0 (World Bank Open Data).
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.