Application of the Theory of Relative Deprivation to Occupational Discrimination against Women

1981 ◽  
Vol 11 (4) ◽  
pp. 143-147 ◽  
Author(s):  
A.E.M. Appelgryn ◽  
C. Plug
Keyword(s):  
Relative Deprivation ◽  
White Teachers ◽  
Work Satisfaction ◽  
Teaching Experience ◽  
Women Teachers ◽  
Male Teachers ◽  
Job Description ◽  
Male And Female ◽  
Personality Variables ◽  
Female Teachers

The theory of relative deprivation was tested by studying work satisfaction of white teachers, with women teachers representing an occupationally deprived group. Hypotheses were derived from Davis' (1959) theory of relative deprivation and from Crosby's (1976) extension of this theory. These were tested by applying the Job Description Index of Smith et at. (1969) and two personality measures to 100 female and 83 male teachers. Some of the predicted negative correlations between work satisfaction and both salary and teaching experience were found for junior women teachers, but not for those in senior posts. The predicted differences in work satisfaction between male and female teachers were also found only for junior teachers. These results partially support Davis' theory, but also point to one of its weaknesses. No support was found for Crosby's extension of the theory to include the effects of personality variables.

scholarly journals The Degree of Effectiveness of The New Teachers Program in Applying Modern Teaching Strategies for Teachers in The First Three Grades: درجة فاعلية برنامج المعلمين الجدد في تطبيق الاستراتيجيات التدريسية الحديثة لدى معلمي الصفوف الثلاثة الأولى في مديرية تربية عمان الثانية

2020 ◽  
Vol 4 (43) ◽  
Author(s):  
Mays Khaled Al- Kasasbeh, Alaa Fareed Ibdah
Keyword(s):  
Data Collection ◽  
Teaching Strategies ◽  
New Teachers ◽  
Teaching Experience ◽  
Professional Preparation ◽  
Male Teachers ◽  
Classroom Teachers ◽  
Government Schools ◽  
Female Teachers

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.

scholarly journals Preliminary Study on Primary Physical Educators' Attitudes toward Integrated Physical Education: Hong Kong Perspectives

2012 ◽  
Vol 18 (1) ◽  
pp. 76-84
Author(s):  
Chunxiao LI ◽  
Shihui CHEN ◽  
Wing See Emily TSOI
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Class Size ◽  
Teaching Experience ◽  
Physical Educators ◽  
Teaching Experiences ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference ◽  
Preliminary Study

LANGUAGE NOTE | Document text in Chinese; abstract also in English. The aim of the survey was to examine the attitudes of general primary PE teachers toward integrated PE and the relationships of gender, teaching experience, and class size. Eighty three teachers participated in the survey. The results indicated a neutral attitude towards integrated PE by teachers. There was a significant difference between male and female teachers in their perception of whether “students with disabilities like my teaching” (p = 0.018), but no significant differences with other attitudes by gender. There was a significant difference between teachers’ teaching experiences and their perceptions of whether “Little support offered to integrated PE” (p = 0.006), however, no significant differences with other items by experience. There was also a relationship between perceived teaching competency and class size (p < 0.001, r = 0.454). The results were mainly discussed in relation to teaching competency, support, teaching experience and class size. 本研究的目的在於探討香港主流小學體育教師融合體育教學態度。83位小學體育教師回應了本次調查。通過分析發現教師對於融合體育教學持較為中立的態度。文章最後主要對融合體育態度與教學效能，支援，教學經驗和班級大小的關係進行了討論。

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

2012 ◽  
Vol 28 (8) ◽  
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.

Verbal and Nonverbal Responsiveness of Male and Female Preschool Teachers to Sex of Child and Sex-Typed Child Behaviors

1981 ◽  
Vol 48 (1) ◽  
pp. 285-286 ◽  
Author(s):  
Bryan E. Robinson
Keyword(s):  
Preschool Teachers ◽  
Male Teachers ◽  
Child Behaviors ◽  
Male And Female ◽  
Female Teachers

Frequencies of verbal and nonverbal responsiveness of 20 male and 20 female preschool teachers to sex of child and to sex-typed child behaviors were observed. Male and female teachers responded verbally equally as often to boys arid girls, especially when the children were involved in masculine activities. Higher incidences of nonverbal responsiveness of male teachers to boys and to masculine behaviors indicated that male teachers tended to be more physically proximate to boys than girls and more involved in masculine behaviors than the women.

scholarly journals Gender-Specific Prevalence of Risk Factors for Non-Communicable Diseases by Health Service Use among Schoolteachers in Afghanistan

2021 ◽  
Vol 18 (11) ◽  
pp. 5729
Author(s):  
Sharifullah Alemi ◽  
Keiko Nakamura ◽  
Ahmad Shekib Arab ◽  
Mohammad Omar Mashal ◽  
Yuri Tashiro ◽  
...  
Keyword(s):  
Risk Factors ◽  
Gender Differences ◽  
Health Services ◽  
Health Check ◽  
Male Teachers ◽  
Lifestyle Behaviors ◽  
Lifestyle Advice ◽  
Male And Female ◽  
Female Teachers ◽  
Use Of Health Services

Objectives of this study were: (1) to examine gender differences in biomedical indicators, lifestyle behaviors, self-health check practices, receipt of professional non-communicable disease (NCD)-related lifestyle advice, and the use of health services among teachers in Afghanistan; and (2) to seek the patterns of these indicators among users and non-users of health services among both male and female teachers. This cross-sectional study was carried out among 600 schoolteachers in Kabul city in February 2017. Gender differences in percentage distributions of abnormal biomedical indicators, lifestyle behaviors, self-health check practices, and receipt of professional lifestyle advice were examined. These patterns were further analyzed according to the use of health services in the previous 12 months by both genders. The results showed that male teachers had a higher prevalence of hypertension, increased serum triglycerides, physically active lifestyle, and tobacco use than female teachers (28.2/20.4, p = 0.038; 47.0/37.9, p = 0.040; 54.3/40.9, p = 0.002; 15.8/0.7, p < 0.001, respectively); female teachers had a higher prevalence of increased serum LDL cholesterol, overweight/obesity, and frequent consumption of fruits/vegetables than male teachers (61.3/50.8, p = 0.018; 64.7/43.5, p < 0.001; 71.4/53.8, p < 0.001, respectively). Female teachers were more likely to receive professional lifestyle advice related to NCDs than male teachers. Although users of health services practiced self-health checks and received professional lifestyle advice more frequently than non-users, abnormal biomedical indicators were similarly shown among users and non-users of health services in both genders. In conclusion, high prevalence of abnormal biomedical indicators was indicated in both male and female teachers, although the specific abnormal biomedical indicators differed by gender. Users and non-users of health services presented a similar prevalence of these abnormal indicators. Understanding the differences in patterns of NCD risk factors is essential when developing gender-informed policies.

scholarly journals The Integration of Verbal Humor into EFL Classrooms: The Issues of Appropriateness and Relevance in Focus

2021 ◽  
pp. 14-27
Author(s):  
Minoo Alemi ◽  
Hessameddin Ghanbar ◽  
Atefeh Rezanejad
Keyword(s):  
Qualitative Study ◽  
Classroom Environment ◽  
English Language ◽  
Male Teachers ◽  
Male And Female ◽  
Female Teachers ◽  
Efl Teachers ◽  
Training Courses ◽  
Convenience Sampling ◽  
And Training

The present study examined the manifestations of Iranian male and female EFL teachers’ use of humor in the classroom environment. To this end, a qualitative study with 30 participants was implemented in two English language institutes in Iran. Equally, 15 male and female EFL teachers were selected by convenience sampling and their classes were audio-recorded and later transcribed for the examination of the types of humor they used and their frequency. Wanzer, Frymier, Wojtaszcyk, and Smith’s (2006) method of humor analysis and categorization of appropriateness was exploited for the analysis of the types of humor collected from the participants of the study. The results suggested that the use of humor by male teachers was more frequent than that of female teachers. It was revealed that 57% of the humor production was by male EFL teachers and 43% was produced by female EFL teachers. The results revealed that the most frequent humor type in male teachers’ classrooms was “funny comments” (27%), with “teasing students” (3%) being the least frequent one. In the case of appropriate humor use, similarly, female teachers used “funny comments” (52%) as the most frequent one, while there was no instance of “providing humorous examples”. Considering inappropriate humor use, both male and female teachers used “funny comments” (45%) as the most frequent type. The findings of the present study can be of use to EFL teachers and suggests the need for workshops and training courses on the integration of humor into EFL classes.

scholarly journals Monopsony, Mobility, and Sex Differences in Pay: Missouri School Teachers

2011 ◽  
Vol 101 (3) ◽  
pp. 454-459 ◽  
Author(s):  
Michael R Ransom ◽  
Val E Lambson
Keyword(s):  
Sex Differences ◽  
School Districts ◽  
Teaching Experience ◽  
Job Mobility ◽  
Education Level ◽  
Male Teachers ◽  
School Teachers ◽  
Men And Women ◽  
Salary Level ◽  
Female Teachers

We examine the sex differences in the pay of school teachers in Missouri. In Missouri school districts, pay is determined by a salary schedule that maps teaching experience and education level of an individual to a salary level. In spite of this apparently mechanical rule for determining pay, female teachers earn less than male teachers, after controlling for experience and education. We explore how such a difference could arise from differential job mobility and find some evidence to support this idea. However, within district differences in pay are a more important source of differences in pay between men and women.

scholarly journals THE REALIZATION OF TEACHERS’ LANGUAGE STYLE WITH REFERENCE TO SEX DIFFERENCE IN TEACHING ENGLISH

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Megawati Sinaga ◽  
Sumarsih Sumarsih ◽  
Rahmad Husein
Keyword(s):  
Data Analysis ◽  
Male Teachers ◽  
Female Teacher ◽  
Teaching English ◽  
Male And Female ◽  
Female Teachers ◽  
Research Designs ◽  
Males And Females ◽  
Language Styles ◽  
The Way

The Objectives of this paper are to describe the realization of language styles used by male and female teacher and the reasons of the using those language styles. The subjects were the teachers of SMP Negeri Pancur batu, they were four English teachers, consits of two male teachers and two female teachers. It was qualitative explanative research designs. The researcher observed the teachers while teaching in order to get the teachers language styles taking place during their teaching in the classroom related to the theory of Tannen, who divides the way of communication into six categories; pairs a contrasting use of language by males and females, they are: status versus support, independence versus intimacy, advice versus understanding, information versus feeling, orders versus proposal and conflict versus compromise. .The results of the data analysis showed that the. The language styles of the male and female teacher were different in the way of communication. The realization of language styles by the teachers’ way of speaking  mostly occur in male teachers’ is orders which is 13 utterances (38.2%), then followed by advice which is 11 utterances (32.4%), then continued by information 6 utterences (20,6%) and then conflict 2 utterances (5,9%) and the last is status 1 utterances (2.9%). Female teachers’ way in communication was mostly realized by orders  which is 10 utterances (29.4%), then followed by feeling which is 8 utterances (23.5%), and then continued by understanding which is 7 utternces (20.6%), and then support which is 5 utterances (14.7%), and the last is proposal which is 4 utterances (11.8%). Besides, it can be seen that eventhough Tannen (1992) suggested the orders were categorized for male way’s of speaking , but based on this study, orders were found in the female teachers’ way of speaking. There were 29.4% the utterances realized by orders although that criteria is not classified to female. In fact, those way of speaking were the most used in the female teachers. According to the male and female teachers all the ways of communication are expressed to encourage the students to reach the lesson competencies well.Keywords:English Teachers, Language Styles, Way of communication,                                                       

scholarly journals Professional Qualifications and Competencies of Teacher Educators and Subject Teachers of Education: Gender Wise Analysis

2019 ◽  
Vol IV (IV) ◽  
pp. 158-167
Author(s):  
Fatima Zahoor ◽  
Nabi Bux Jumani ◽  
Samina Malik
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Teacher Educators ◽  
Female Subject ◽  
T Test ◽  
Male Teachers ◽  
Professional Qualification ◽  
Male And Female ◽  
Female Teachers ◽  
Personal Profile

The present study analyzed the gender-wise professional qualifications and competencies of teacher educators and subject teachers of education. The respondents were categorized into three groups in order to measure their competencies and professional qualification. These were Heads / Principals, Teacher Educators and Subject Teachers of Education and their students. Questionnaires and personal profile prorforma were used as instruments for data collection. T-test and Percentage were applied for the purpose of analysis. The data analysis states most of the male and female subject teachers of education and teachers educators do not have any professional qualification as well as competencies of the male teachers is significantly different from female teachers. Male teachers were competent and efficient as compared to female teachers. It is suggested to the male and female teachers to get professional qualifications for improving their level of qualification. Moreover, female teachers need to enhance their competencies for competing for male teachers in the field of teaching.

Visualizing Gendered Representations of Male and Female Teachers Using a Reverse Correlation Paradigm

2019 ◽  
Vol 50 (4) ◽  
pp. 233-251
Author(s):  
Juliane Degner ◽  
Jana Mangels ◽  
Lysann Zander
Keyword(s):  
Language Teachers ◽  
Women In Science ◽  
Reverse Correlation ◽  
Male Teachers ◽  
Physics Teachers ◽  
Male And Female ◽  
Female Teachers ◽  
Science Technology ◽  
Gender Information ◽  
And Mathematics

Abstract. Stereotypically, men are expected to outperform women in science, technology, engineering, and mathematics (STEM) domains, and women to outperform men in language. We conceptually replicated this association using reverse correlation tasks. Without available gender information, participants generated male images of physics teachers and female images of language teachers (Studies 1 and 3). Personal endorsement of respective ability stereotypes inconsistently predicted these effects (Studies 1 and 3). With unambiguous gender information (Study 2), participants generated feminized images of female language teachers and masculinized images of female physics teachers, whereas images of male teachers were unaffected by academic domain. Stereotype endorsement affected perceptions of female but not male teachers, suggesting that appearing feminine in STEM domains still signals professional mismatch.

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