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 EXAMINATION AND EVALUATION OF PARENT'S PERCEPTIONS REGARDING THE GENDER OF PRE-SCHOOL TEACHERS

2021 ◽  
Vol 9 (8) ◽  
pp. 210-214
Author(s):  
Menekşe Veysi ◽  
Eren B ◽  
Afşin Ö
Keyword(s):  
Classroom Management ◽  
Preschool Teachers ◽  
School Attendance ◽  
Public Awareness ◽  
Preschool Education ◽  
Active Role ◽  
School Education ◽  
Male Teachers ◽  
School Teachers ◽  
Female Teachers

For children aged 0-6, learning is the most intense period. A preschooler is the person most interested in taking care of her child's mother. Preschool education helps children think and express themselves. Studies (Melisa Korkmaz) have shown that children who receive pre-school education have higher school attendance rates and school success in their future academic life than children who do not receive pre-school education. In this context, the importance of the teacher in the pre-school period is undeniable. No matter how good the physical conditions of the school are, no matter how carefully the program is prepared, it is the teacher who is with the children all day and implements the program (Erişen, 2004).  In Turkish society, the care and responsibilities of the child are accepted as the mother's duty. As a result, the number of female teachers in pre-school education institutions is higher than the number of male teachers. Depending on this idea, the number of female teachers in pre-school education institutions is higher than male teachers.     According to TUIK 2014 data, the rate of male preschool teachers in Turkey is 5.34%. Fagan (1996) brings more appropriate solutions to the conflicts between children and copes with aggressive behaviors in the classroom management of male preschool teachers. In addition, today, reasons such as divorce, death and working conditions cause the mother to assume the role of a single parent. This situation reduces the possibility of a child growing up in such an environment to establish a close relationship with a male figure. (Cameron, 2001: 430). It is necessary to disseminate the view that men can take an active role in child care and education, to support male teachers who work or will work in pre-school education institutions, and to raise public awareness about the requirements of men in this field (McBribe & Rane, 1997; 14, Lamb, 2001: 30-31). ). In line with all this information, the problem of this research was determined as "parent perceptions of pre-school teachers regarding gender".

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 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.

The Degree of Practicing the Skills of Creative Reading by Teachers of Arabic Language in Ramtha District Schools

2020 ◽  
Vol 11 (20) ◽  
pp. 111-132
Author(s):  
أ. ماجدة عيسى السالم
Keyword(s):  
Secondary Schools ◽  
Reading Fluency ◽  
Arabic Language ◽  
Male Teachers ◽  
Years Of Experience ◽  
Extensive Reading ◽  
Male And Female ◽  
Female Teachers ◽  
Study Population

This study aimed at identifying the degree of practicing the skills of creative reading by the teachers of Arabic Language in Ramtha District schools. The sample of the study, which consisted of (177) male and female teachers, was selected by the random stratified method from the study population at primary and secondary schools in the Directorate of Education of Ramtha District during the second semester of (2019/ 2018). A questionnaire, consisting of (35) statements, was developed. It covered four areas: (reading fluency, reading originality, reading flexibility and extensive reading). The results of the study showed that the degree of practice by teachers of Arabic Language in the schools of Ramtha District was medium in all areas. There were statistically significant differences in all areas and the questionnaire as a whole attributed to the gender variable in favour of male teachers, except reading flexibility. There were also statistically significant differences in all areas and the questionnaire as a whole attributed to the variable of years of experience in favour of (10 – 6) years and (11) years and above, except reading flexibility and extensive reading. Keywords: degree of practice, male and female teachers of Arabic Language, creative reading.

scholarly journals Realization of preemptive focus on form in the English-language teaching context

2020 ◽  
Vol 6 (1) ◽  
pp. 094-108
Author(s):  
Leila Tajik ◽  
Khadijeh Karimi ◽  
Ameneh Ramezani
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Male Teachers ◽  
Focus On Form ◽  
Male And Female ◽  
Female Teachers ◽  
Teaching Context ◽  
English Language Teachers

AbstractWhile reactive focus on form (FonF) has been addressed extensively in the literature, preemptive FonF has not attracted the attention it deserves. To fill in part of this gap in the English-language teaching (ELT) context, the present study was conducted to examine the occurrence of preemptive focus on form episodes (FFEs) in the classes of two male and two female English-language teachers. Additionally, it aimed to explore the frequency of student-initiated and teacher-initiated FFEs as well as the uptake and no uptake moves in four classes. To address these issues, all cases of preemptive FFEs were identified in 6 h of instruction obtained from videotaping of four classes. Results confirmed that preemptive FonF does occur in the process of meaning-focused communication and that they are used by male and female teachers almost equally to deal with linguistic difficulties. The findings further showed that student-initiated and teacher-initiated FFEs occurred almost equally in four classes. As to the type of moves, no uptake move was recorded to occur more frequently in male teachers’ classes and to occur more frequently in student-initiated episodes in all classes. Results can raise the awareness of ELT teachers about the benefits of employing preemptive FonF in the context of meaning-focused communications.

scholarly journals Gender Stereotypes among Teachers and Trainers Working with Adolescents

2021 ◽  
Vol 18 (24) ◽  
pp. 12964
Author(s):  
Adrián Mateo-Orcajada ◽  
Lucía Abenza-Cano ◽  
Raquel Vaquero-Cristóbal ◽  
Sonia M. Martínez-Castro ◽  
Alejandro Leiva-Arcas ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Scientific Literature ◽  
Male Teachers ◽  
Years Of Experience ◽  
Male And Female ◽  
Gender Beliefs ◽  
Female Teachers ◽  
And Gender

Previous scientific literature has not determined the influence exerted by trainers and teachers of adolescents on the development of gender stereotypes in sport. For this reason, the aims of the present research were to establish differences in gender stereotypes in sport among teachers and trainers as a function of profession and sex and to analyze the influence of age and years of experience of male and female trainers and teachers on the gender stereotypes in sport. For this purpose, 127 teachers and trainers completed the questionnaire “gender beliefs and stereotypes towards physical activity and sport”. The results showed a significantly higher score of the teachers in “beliefs about physical activity and gender” (p = 0.048) and of the trainers in “physical education classes and gender” (p = 0.006). Concerning sex, women showed higher scores in “sport and gender” (p = 0.005), and men in “beliefs about physical activity and gender” (p = 0.045). Regarding covariates, age showed significant differences in “sport and gender” (p = 0.029), with female teachers showing higher values with respect to female trainers and male teachers, while years of experience showed differences in “beliefs about sport and gender” (p = 0.044), with male teachers showing higher values than male trainers and female teachers.

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