The present research was conducted with qualitative methodology and grounded theory method with the aim of sociologically explaining the social and cultural challenges of women teachers working in Golpayegan city. Based on this, 15 of these women were selected through purposive sampling and were analyzed with a semi-structured interview. The findings of 666 open codes, 81 sub-categories and 16 main categories can be expressed in the form of the paradigm model proposed by Strauss and Corbin. These findings showed that among the causes of social and cultural challenges among female teachers in Golpayegan city, work problems and limitations, inequalities governing work relations, cultural norms governing the society, family-work role conflict and low wages and economic pressure caused by it. Is. Also, 4 categories of education and cultural development, enjoying social support, redefining laws in line with the equality of women's rights and optimizing educational and cultural structures in education and upbringing were identified as the bases for reducing social and cultural challenges of women teachers. Intervening conditions, which have a great contribution in reducing the challenges of working women, include 2 main categories of economic and welfare conditions and flexibility in working conditions. Also, female teachers have used 2 categories including family-work time management and the development of individual capabilities as effective strategies in facing and adapting to the social and cultural challenges facing them. Among the consequences of working women facing challenges is the reduction of family and individual problems as well as the reduction of sustainable development in the society, and of course the independence and empowerment of women while facing many challenges is one of the positive achievements of facing these challenges.