‘I don’t do the mothering role that lots of female teachers do’: male teachers, gender, power and social organisation

This study aimed to identify the degree of effectiveness of the new teachers' program in applying modern teaching strategies for teachers in the first three Grades In Government Schools of the second Amman Directorate. the study sample consists of (15) male teachers and (171) female teachers. To achieve the objectives of the study, a questionnaire was used as a tool for data collection; it consisted of (21) paragraphs. The result showed that the degree of effectiveness of the new teachers' program in applying modern teaching strategies for teachers in the first three Grades was moderate with (3.65) score. The finding also showed there were statistically significant differences between the level of applying modern teaching strategies refers to their teaching experience in favor of (6 years and more) besides there wasn’t statistically significant differences between the level of applying modern teaching strategies refers to their qualifications. In light of these result, the researcher recommended a set of recommendation the most of these was the need to pat attention to the professional preparation of the first three classroom teachers and to provide appropriate educational means for using modern teaching strategies.

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Gender representation and language politeness in speech acts: A pragmatic study

Masyarakat Kebudayaan dan Politik ◽

10.20473/mkp.v34i32021.329-339 ◽

2021 ◽

Vol 34 (3) ◽

pp. 329

Author(s):

Widyatmike Gede Mulawarman ◽

Yusak Hudiyono ◽

Andri Andri ◽

Hanik Wahyu Ningsi

Keyword(s):

Speech Acts ◽

Strong Influence ◽

Female Students ◽

Male Students ◽

Gender Representation ◽

Male Teachers ◽

School Students ◽

Men And Women ◽

Expressive Speech ◽

Female Teachers

Language affects society because linguistic forms treat men and women discriminatively as a reflection of the strong influence of language on the culture or habits of the speaking community. This study aimed to describe the representation of gender in speech and language politeness of senior high school and vocational school students in Samarinda City and Kutai Kertanegara Regency. The method used in this research was descriptive qualitative. The results of this study showed first, for the speech form by female students towards female teachers, they dominantly used the following forms: positive speech, expressive speech, and assertive speech. Second, for the speech form of female students towards male teachers, they preferred the form: expressive speech and assertive speech. Third, for the speech form of male students towards female teachers, they used the following forms: positive speech, commissive speech, and assertive speech. Fourth, the speech form of male students towards male teachers was expressive. Fifth, gender representation in student’s language politeness showed that female students were more likely to comply and male students were more likely to deviate from the principles of linguistic politeness. This study concludes female students followed the principle of language politeness towards female teachers. Male students expressed more deviations towards male teachers.

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KONSTRUKSI BAHASA GURU PEREMPUAN DAN LAKI-LAKI PADA KEGIATAN AWAL PEMBELAJARAN [Language Construction of Female and Male Teachers in the Beginning of Learning Activities]

TOTOBUANG ◽

10.26499/ttbng.v9i1.240 ◽

2021 ◽

Vol 9 (1) ◽

pp. 15-26

Author(s):

Pipiet Palestin Amurwani

Keyword(s):

Qualitative Research ◽

Learning Activities ◽

Male Teachers ◽

Standard Language ◽

Female Teachers ◽

Observation Method ◽

In The Beginning

Women and men have their own unique language. This study aims to describe the language used by female and male teachers in the beginning of learning activities especially in checking students’ attendance and reviewing previous lesson. This research is a qualitative research using the observation method. The data collected was in the form of utterances from 10 female teachers and 10 male teachers when they carried out the beginning of learning activities. The data is then analyzed using Lakoff's theory of the existence of women's language and supported by other relevant theories. Lakoff believes that syntactic constructs that are more freely used by women are the use of the question label form. The results showed that female teachers express their intentions indirectly by using question sentences, using standard language and showing friendly attitude by smiling when they talk while male teachers express their goals directly using statement sentences or affirmative sentences, unstandard words, and with flat attitude showing their wisdom Perempuan dan laki-laki memiliki keunikan masing-masing dalam berbahasa. Penelitian ini bertujuan untuk mendeskripsikan bahasa yang digunakan oleh guru perempuan dan laki-laki pada kegiatan awal pembelajaran khususnya dalam mengecek kehadiran peserta didik dan mengulas kembali materi pelajaran sebelumnya. Data yang berhasil dikumpulkan berupa ujaran-ujaran dari 10 guru perempuan dan 10 guru laki-laki pada saat mereka melaksanakan kegiatan awal pembelajaran. Data tersebut kemudian dianalisis menggunakan teori Lakoff tentang keberadaan bahasa perempuan dan didukung teori-teori lain yang relevan. Lakoff percaya konstruksi sintaksis yang lebih bebas digunakan perempuan adalah penggunaan bentuk label pertanyaan. Hasil penelitian menunjukkan bahwa guru perempuan mengungkapkan maksudnya secara tidak langsung yaitu dengan menggunakan kalimat tanya, cenderung menggunakan bahasa baku dan dengan menunjukkan sikap ramah yang ditandai dengan tersenyum ketika berujar sedangkan guru laki-laki mengungkapkan tujuannya secara langsung dengan menggunakan kalimat pernyataan atau kalimat berita, cenderung menggunakan kata tidak baku yang menunjukkan apa adanya dirinya, serta dengan sikap datar yang menunjukkan kewibawaan .

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Comparison between male and female teachers in Egyptian primary schools regarding the effect of teaching on their voice

The Egyptian Journal of Otolaryngology ◽

10.1186/s43163-020-00033-1 ◽

2020 ◽

Vol 36 (1) ◽

Author(s):

E. A. Zaky ◽

H. Mamdouh ◽

A. Maher ◽

Z. Khalaf

Keyword(s):

Emotional Stress ◽

Primary Schools ◽

Voice Disorders ◽

High Risk Group ◽

Room Acoustics ◽

Male Teachers ◽

Voice Change ◽

Female Teachers ◽

History Of ◽

Working Day

Abstract Background Teachers are more likely to develop voice disorders compared to non-teachers in other occupations. Teachers are often cited as a high-risk group for vocal dysfunction as they use their voices extensively over their profession for instructing and managing students, also due to other extra loading factors, such as background noise, long speaking distance, poor room acoustics, and lack of adequate equipment, like voice amplifiers. The primary school teachers are particularly at risk as they have little opportunity for voice rest during the working day. Gender is another factor affecting incidence of voice disorders. Female teachers seem to be more affected by voice disorders than male teachers. The aim of our study was to compare between genders (male–female teachers) in primary schools to show the effect of teaching and other risk factors on their voice for proper management. Results The study showed that there were statistically significant differences between male teachers and female teachers regarding history of voice change; female teachers had history of voice change more than male teachers. Female teachers suffered from emotional stress more than male teachers, and this affects their voice. In addition, study showed a significant association between the grade of dysphonia and VHI. Conclusion There is evidence that female teachers are complaining more of voice change and suffering from voice disorders than males. Besides, female teachers are showing a higher degree of emotional stress. This may necessitate a combined assessment of the voice and psychological profile of all teachers with voice change.

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Sex Education in Children and Adolescents With Disabilities in Yogyakarta, Indonesia From a Teachers’ Gender Perspective

Asia Pacific Journal of Public Health ◽

10.1177/1010539517702716 ◽

2017 ◽

Vol 29 (4) ◽

pp. 328-338 ◽

Cited By ~ 1

Author(s):

Satoko Tsuda ◽

Sri Hartini ◽

Elsi Dwi Hapsari ◽

Satoshi Takada

Keyword(s):

Children And Adolescents ◽

Teacher Attitudes ◽

Sex Education ◽

Sexual Behaviors ◽

Response Rate ◽

Developed Countries ◽

Male Teachers ◽

Special Schools ◽

Religious Background ◽

Female Teachers

Children and adolescents with disabilities (CAD) frequently engage in inappropriate sexual behaviors. In Indonesia, the need for sex education for CAD remains unclear. This study investigated teacher attitudes toward providing sex education in special schools to clarify the gender differences among teachers providing sex education. Questionnaires were sent to 180 teachers. The response rate was 72.2%. Eighty-three percent of responders were Muslim. Our findings revealed that teachers in special schools considered sex education to be important. However, the number of sex education contents was limited, and female teachers were more positive about teaching sex education than male teachers. Equally, female teachers taught a greater number of sex education contents than did male teachers. These findings were consistent with reports from developed countries although cultural and religious background differed from those of Indonesia. Sex education for CAD was accepted by teachers in Indonesia; however, materials and tools for education should be developed further.

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ICT usage in Ghanaian secondary schools: teachers’ perspectives

International Journal of Information and Learning Technology ◽

10.1108/ijilt-09-2015-0022 ◽

2015 ◽

Vol 32 (5) ◽

pp. 300-312 ◽

Cited By ~ 2

Author(s):

Charles Buabeng-Andoh

Keyword(s):

Secondary Schools ◽

Administrative Support ◽

Male Teachers ◽

School Teachers ◽

Public And Private ◽

Content Type ◽

Female Teachers ◽

Significant Difference ◽

Ict Training ◽

Teachers Perspectives

Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.

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Two Factors Contributing to Elementary School Teachers' Predictions of Students' Scores on the Gates-MacGinitie Reading Test, Level D

Perceptual and Motor Skills ◽

10.2466/pms.1993.76.2.536 ◽

1993 ◽

Vol 76 (2) ◽

pp. 536-538 ◽

Cited By ~ 6

Author(s):

John G. Freeman

Keyword(s):

Elementary School ◽

Elementary School Teachers ◽

Reading Test ◽

Male Teachers ◽

School Teachers ◽

Female Teachers ◽

Two Factors ◽

Gates Macginitie Reading Test ◽

Test Level

The prediction by 13 elementary school teachers of 214 students' achievement in Grades 4 to 6 on the Gates-MacGinitie Reading Test, Level D was examined. Although teachers were generally good predictors of students' achievement in reading, predictions were affected by various factors related to students and teachers. Female teachers, but not male teachers, tended to overestimate the number of correct responses by girls and underestimate that by boys. A similar trend was evident for inexperienced teachers. When they overestimated, male teachers and inexperienced teachers tended to overestimate more.

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Giver kvinder og mænd forskellige karakterer? Køn og karaktergivning på universitetet

Dansk Universitetspædagogisk Tidsskrift ◽

10.7146/dut.v9i17.8156 ◽

2014 ◽

Vol 9 (17) ◽

pp. 71-89

Author(s):

Lotte Bøgh Andersen ◽

Heidi Houlberg Salomonsen

Keyword(s):

Gender Stereotypes ◽

Panel Study ◽

Male Teachers ◽

University Teachers ◽

University Departments ◽

Female Teachers ◽

Professional Norms ◽

Support Students

Er kvindelige universitetsansatte mere orienteret mod at hjælpe den enkelte studerende end deres mandlige kolleger, og giver de derfor bedre karakterer? Artiklen undersøger dette i en panelundersøgelse af bedømmelsesadfærd på to danske universitetsinstitutter mellem 2004 og 2010. På baggrund af spørgeskemaer fra 78 universitetslærere kombineret med registerdata fra 381 eksaminationer er svarene ”ja” og ”nej”. Selvom kvindelige bedømmere faktisk er mere orienteret mod den enkelte studerende, og selvom dette generelt er forbundet med at give højere karakter, giver kvinderne ikke signifikant anderledes karakterer end deres mandlige kolleger. Det tyder på, at kvinder aktivt modvirker kønsstereotyper, hvilket er betryggende i den forstand, at studerende ikke bliver behandlet forskelligt alt efter, om de bliver bedømt af en mand eller en kvinde.Are female university teachers more motivated to helping individual students than their male colleagues, and if so, does this mean that students with female teachers achieve higher grades than those taught by men? This article investigates this question using a panel study of examination behavior at two Danish university departments between 2004 and 2010 (381 examinations relating to courses given by 78 university teachers). The analyses show that even though female teachers are more likely to be motivated to support students individually, and this is associated with high grades, in this study there was no difference between the grade distributions given by the female and the male teachers. These apparently inconsistent results might be due to the female teachers actively counteracting the perceived gender stereotypes when marking the papers they set. Alternatively, it may show that professional norms are more important than gender. In either instance it is reassuring in the sense that students are not treated differently, depending on whether the teacher who marks the examination papers is male or female.

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Reasons for using or not using interactive whiteboards: Perspectives of Taiwanese elementary mathematics and science teachers

Australasian Journal of Educational Technology ◽

10.14742/ajet.781 ◽

2012 ◽

Vol 28 (8) ◽

Cited By ~ 6

Author(s):

Syh-Jong Jang ◽

Meng-Fang Tsai

Keyword(s):

Science Teachers ◽

Teaching Experience ◽

Interactive Whiteboards ◽

Male Teachers ◽

Abstract Concepts ◽

Teacher Gender ◽

Elementary School Mathematics ◽

Female Teachers ◽

Mathematics And Science Teachers ◽

Mathematics And Science

This study examines the reasons for using or not using interactive whiteboards (IWBs) by elementary school mathematics and science teachers in Taiwan. It also considers whether there were any significant differences in the reasons according to teaching subjects, teacher gender, and teaching experience. The survey was developed based on an overview of the discussions from prior research related to the benefits and drawbacks in using IWBs. Percentages were high on all six reasons for using IWBs. Of the five reasons for not using IWBs, budget constraints appeared to be the most important reason why the teachers did not use IWBs in their classroom. Male teachers using IWBs showed significantly higher ratings than female teachers for getting students’ attention and increasing interaction. Experienced teachers’ ratings were significantly higher than novice teachers for getting students’ attention, helping teachers explain complex and abstract concepts, and helping the teaching process. In the group of teachers who reported not using IWBs, male teachers showed significantly higher ratings for the lack of time to design teaching materials, and limited sources of related teaching software. Research implications of this study are provided along with suggestions for future study.

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