Barriers preventing physical disabled teachers from achieving high decision-making positions in Senegal

This research paper explores the barriers preventing physically disabled teachers from achieving high managerial positions in the education sector in Senegal. It examines how disability can act as a significant obstacle to these teachers’ access to leadership roles. The research employs a qualitative approach, with interviews conducted with 25 participants. Among these, I had the privilege of interviewing 5 directors from the Ministry of Education in Senegal to gain insights into the primary reasons preventing physically disabled teachers from attaining managerial positions. From these interviews, it became clear that many of the Ministry’s programs and projects primarily focus on addressing gender inequality faced by female teachers. However, the information gathered from the study reveals that the main barriers for physically disabled teachers include a lack of support, limited information on the application process, discrimination, exclusion, and stigmatization.