Female teachers have had to fight hard for their rights and for equality with their male counterparts; for example, they were only allowed to teach at state infant and junior schools from the mid-19th century. The history of the teaching profession is characterised by progress for women with regard to admission requirements and equal opportunities, but also by periods during which concessions are revoked and access to the teaching profession is restricted for women. The role of the teacher has changed over the course of time and school is now no longer merely a place where knowledge is imparted, but rather increasing emphasis is also being placed on the tasks of nurturing and looking after children and young adults.Since the mid-20th century, the teaching profession has become increasingly feminised. This legal historical account demonstrates how the teaching profession has evolved from an initially strongly male-dominated occupation to a ‘typically female profession. On the basis of statistical analyses, this study shows when the feminisation of the teaching profession began, what form this development has taken in the individual school types, what the causes of this feminisation are, and what impact this has had on all those involved in the teaching process.Although the proportional percentage of female teachers has greatly increased, the traditional gendered division of labour has remained unchanged. This is corroborated by, among other things, the representation of women in managerial positions at educational institutions as well as the proportion of female teachers in schools with a technical focus.This thesis also explores gender as a construct, explaining why there is a gender-based hierarchical segregation of gainful employment and what influence this has on the teaching profession.