Journal articles: 'Male teachers'

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Martino, Wayne, and Goli M. Rezai‐Rashti. "Male teacher shortage: black teachers’ perspectives." Gender and Education 22, no. 3 (May 2010): 247–62. http://dx.doi.org/10.1080/09540250903474582.

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Basow, Susan A., and M. Suzan Distenfeld. "Teacher expressiveness: More important for male teachers than female teachers?" Journal of Educational Psychology 77, no. 1 (1985): 45–52. http://dx.doi.org/10.1037/0022-0663.77.1.45.

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Mills, Martin. "Male teachers, homophobia, misogyny and teacher education." Teaching Education 15, no. 1 (March 2004): 27–39. http://dx.doi.org/10.1080/1047621042000179970.

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Maylor, Uvanney. "Black male student teachers: tomorrow’s teachers?" Journal for Multicultural Education 12, no. 2 (June 11, 2018): 111–25. http://dx.doi.org/10.1108/jme-01-2017-0001.

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Purpose This paper aims to understand the preparation that a group of black male pre-service students received during their course and its impact on their willingness to commit to entering the teaching profession. Design/methodology/approach The paper draws on findings from a small-scale qualitative study of black and minority ethnic student teachers’ experiences in one initial teacher education institution. Findings The paper raises questions as to whether black pre-service teachers’ experiences of a lack of acceptance in schools during their pre-service training contribute to the under-representation of black male teachers in English schools. Originality/value There is limited research on the experiences of black male student teachers. The paper brings new insights and offers reasons for black male student teachers not entering the teaching profession.

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Butler, Sara, and Kathy Roesel. "Students' Perceptions of Male Teachers: Effects of Teachers' Dress and Students' Characteristics." Perceptual and Motor Skills 73, no. 3 (December 1991): 943–51. http://dx.doi.org/10.2466/pms.1991.73.3.943.

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The purpose of this study was to explore the effects of a male teacher's clothing and selected students' characteristics on students' perceptions of teachers' characteristics. The sample consisted of 152 male and female high school students. Respondents selected one of four photographs of a male teacher model dressed in four different clothing styles for each of 20 teachers' characteristic statements. The mediating effects of students' gender, formality of clothing, and perceptions of the importance of clothing were also investigated. Significant differences among the four clothing styles were found for all 20 statements. Students' gender and rated importance of clothing had some influence on this relationship. The results supplement previous research on female teachers by suggesting that different types of clothing also influence students' perceptions of male teachers and that students' characteristics have some mediating effect.

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Allen, Keisha McIntosh. "Transformative vision." Journal for Multicultural Education 13, no. 1 (April 8, 2019): 82–93. http://dx.doi.org/10.1108/jme-04-2017-0029.

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Purpose This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question: How does a culturally relevant Black male teacher engage a racial perspective in his pedagogy and make sense of the socio-political context of his practice? Design/methodology/approach This qualitative case study draws its data from semi-structured interviews and participant observations and was situated within a transfer high school in the Northeastern region of the USA. Findings This study elucidates the ways in which a Black male teacher’s racial literacy enabled him to make sense of the socio-political context of his school, the profession and help his Black male students negotiate how they are racialized in schools and society. Research limitations/implications This paper closes with a call for additional research that further examines the relationship racial literacy plays in retaining teachers of color in the profession and for racial literacy to be positioned as a vital component of teachers’ pedagogical content knowledge in both teacher education and professional development. Originality/value This study contributes to the literature on critical Black male teachers by forwarding a framework that helps us to understand how they engage in transformative work within assimilationist educational spaces.

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Hwang, NaYoung, and Brian Fitzpatrick. "Male Teacher Assignment and Teacher Turnover in Elementary Schools." AERA Open 7 (January 2021): 233285842110541. http://dx.doi.org/10.1177/23328584211054106.

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Parents and educators commonly assume that male teachers serve as more effective disciplinarians for boys than female teachers. Do schools tend to assign male teachers to teach boys with perceived behavioral issues? Our study uses administrative data in Indiana to investigate male teacher assignment in elementary school. We find that boys with at least one suspension record in the previous year are 12% more likely to be assigned to a male teacher than boys without suspensions, whereas girls’ suspension histories do not predict assignments to male teachers. In addition, teachers who have 10% or more of students with suspension histories are 19.5% more likely to migrate to another school and 16.2% more likely to leave the state’s teacher workforce. Our study suggests that male teachers have an elevated risk of being assigned to teach male students with suspension histories, which may contribute to teacher turnover.

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Head, John. "Feminism and male teachers." Pedagogy, Culture & Society 8, no. 2 (July 2000): 263–68. http://dx.doi.org/10.1080/14681360000200086.

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Mills*, Martin, Wayne Martino, and Bob Lingard. "Attracting, recruiting and retaining male teachers: policy issues in the male teacher debate." British Journal of Sociology of Education 25, no. 3 (September 2004): 355–69. http://dx.doi.org/10.1080/0142569042000216990.

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Anderson, Christian J. "Black male teachers: diversifying the United States’ teacher workforce." Journal for Multicultural Education 12, no. 2 (June 11, 2018): 197–202. http://dx.doi.org/10.1108/jme-09-2017-0050.

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Xie, Sha, Luyao Liang, and Hui Li. "Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models." Sustainability 14, no. 11 (June 3, 2022): 6856. http://dx.doi.org/10.3390/su14116856.

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The sustainable development of early childhood institutions in aging China calls for the sustainable development of early childhood teachers, which should attend to the balanced development between male and female teachers. Yet this issue has not been adequately investigated in the literature. To fill this research gap, this study explored the gender differences in Chinese early childhood (EC) teachers’ professional identity (PI) and emotional labor strategies. Altogether, 250 teachers (146 female and 104 male, Mage= 30.28 years, SD = 7.81) from Southern China were sampled and surveyed. First, the independent samples t-tests revealed significant gender differences in teachers’ PI, deep acting, and surface acting. Second, the structural equation modelling results demonstrated that PI fully mediated the relationship between teacher educational attainment, years of teaching experience, and natural and deep acting. Third, multigroup analysis confirmed different mediation paths for female and male teachers. These findings suggest that male and female early childhood teachers differed in their sense of PI and use of emotional labor strategies. Therefore, future policymaking efforts should design and implement teacher professional development (PD) programs and teacher support mechanisms catering to male EC teachers’ needs, characteristics, and difficulties in the Chinese EC workforce.

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Wicaksono, Agnes Lintangsasi, Syafi’ul Anam, Pratiwi Retnaningdyah, and Slamet Setiawan. "Grice Maxims Breaking in the Teacher and Students’ Online Interaction." Pioneer: Journal of Language and Literature 14, no. 1 (June 30, 2022): 101. http://dx.doi.org/10.36841/pioneer.v14i1.1658.

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Grice promotes four maxims to obey as the requirements for successful communication, including quality, quantity, relevance, and manner. However, several conditions require breaking the maxims to make communication more effective, including an interaction between teachers and students. The gender of the students and the practice of online classes also contribute to the breaking of maxims. Hence, this study aims to examine the breaking of Grice maxims in the online classroom interaction between the teacher and students of different genders. The communication between an English teacher and her students in an online class was observed to gather the data. Then, the results were analyzed qualitatively. Finally, this study found that teachers’ interaction with students of both genders produced flouting of quantity maxim. The teacher’s interaction with the female students flouted quantity, relevance, and manner maxims which is caused by the cooperative communication leading females to talk a lot, while the teacher's interaction with male students flouted the quality, relevance, and manner maxims, which is caused by the dominance that males tend to show to female. Moreover, the flouting of maxims made positive and negative results in the communication. Lastly, a more extended period study is suggested to produce further findings.

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Baek, Yujin, and Youngmin Park. "An Analysis of Korean Language Teachers' Pronunciation Clarity: Focusing on the Acoustic Characteristics of Vowels [i], [u], [a]." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 17 (September 15, 2022): 527–39. http://dx.doi.org/10.22251/jlcci.2022.22.17.527.

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Objectives The purpose of this study is to propose the necessity and to provide information for Korean teacher's pronunciation education by examining the pronunciation clarity of Korean teacher by analyzing Korean teacher's pronunciation of [i], [u], and [a]. Methods To this end, in this study, the characteristics of pronunciation clarity of Korean teachers were examined by collecting voice data of 82 Korean teachers, analyzing F1 and F2 of the vowels, and displaying F1 and F2 coordinates on a two-dimensional plane to calculate the Euclidean distance and the width of vowel triangle. In addition, Korean language teachers were classified by gender and career to examine whether there were differences in pronunciation clarity by group. Results First, it was found that F1, F2 for the pronunciation of [i], [u], [a] of Korean language teachers showed a similar tendency to general Korean speakers. Second, it was found that Korean language teachers had lower pronunciation clarity than general Korean speakers. Third, it was found that female teachers clarified their pronunciation compared to male teachers. Fourth, it was found that the difference in pronunciation clarity according to the career of a Korean language teacher was not large. Conclusions It is necessary to operate an educational program to increase the pronunciation clarity of teachers in the teacher training and teacher re-education process. In particular, pronunciation education for male teachers needs to be concentrated rather than female teachers, and education programs need to be organized so that Korean teachers with more than 10 years of experience can clearly pronounce [u].

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McGrath, Kevin F., Shaaista Moosa, Penny Van Bergen, and Deevia Bhana. "The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers." Journal of Men’s Studies 28, no. 2 (September 11, 2019): 149–64. http://dx.doi.org/10.1177/1060826519873860.

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In this article, four researchers from Australia and South Africa consider why it is important for primary schools to include both male and female teachers. The authors refute previous calls directed by public and political discourse, for male teachers to enhance boy’s educational outcomes or to act as role models or father figures. Instead, the authors present a theoretical framework that justifies calls for male teachers at four levels: the child level, the classroom level, the organizational level, and the societal level. While complex barriers may continue to limit male teacher representation, the authors hope that this interdisciplinary framework might stimulate further international scholarly discussions about the interactions between teacher-gender, education, and culture.

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Habib, Hadiya. "Professional Commitment of Secondary School Teachers in relation to their Self-Efficacy." Shanlax International Journal of Arts, Science and Humanities 7, no. 1 (July 1, 2019): 35–38. http://dx.doi.org/10.34293/sijash.v7i1.420.

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In the present investigation, an attempt has been made to study and compare the Professional Commitment of secondary school teachers, to study and compare the Self-efficacy of secondary school teachers and to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. A sample of 100 teacher educators working in government schools of district Ganderbal was selected through Purposive sampling technique. Professional Commitment Scale for teacher educators by Sood (2011) and Teacher Self-efficacy scale by Ralf Schwarzer, Gerdamarie S.Schmitz and Gary T. Dayter (1999) were used for data collection. Mean, SD and t-test were used to compare the professional commitment of male and female secondary school teachers and to compare self-efficacy of male and female secondary school teachers. Pearson’s correlation was applied to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. The findings of the study revealed that female secondary school teachers have higher professional commitment as compare as to male secondary school teachers. No significant difference was found in the Self-efficacy of secondary school teachers and significant positive correlation was found between Professional Commitment and Self-efficacy of secondary school teachers.

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Bristol, Travis J., and Ramon B. Goings. "Exploring the Boundary-Heightening Experiences of Black Male Teachers: Lessons for Teacher Education Programs." Journal of Teacher Education 70, no. 1 (July 20, 2018): 51–64. http://dx.doi.org/10.1177/0022487118789367.

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This article uses a phenomenological approach to explore the organizational dynamic of boundary heightening for 27 Black male teachers, across 14 schools, in one urban school district. Black male teachers described being perceived by their colleagues as either incompetent or overqualified to teach their subject matter. These experiences created workplace environments in which participants felt alienated from their colleagues. In response, these Black male teachers strategically erected social boundaries to manage interactions with their colleagues. Black male teacher diversity campaigns in education preparation programs should be informed by Black male teachers’ school-based experiences. The article shows how teacher education programs can redesign facets of their preparation to attend to the boundary-heightening and workplace experiences that Black male teachers may face in becoming teachers of record.

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Milton-Williams, Toni, and Nathaniel Bryan. "Respecting a Cultural Continuum of Black Male Pedagogy: Exploring the Life History of a Black Male Middle School Teacher." Urban Education 56, no. 1 (December 1, 2016): 32–60. http://dx.doi.org/10.1177/0042085916677346.

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Black male teachers tend to enact culturally relevant pedagogical practices that support the academic achievement, cultural competence, and critical consciousness of Black male students. Using critical race theory, culturally relevant pedagogy, and life history methodology, we explore the life history and work of a Black male middle school teacher to examine ways in which his historical, societal, institutional, and communal and personal experiences have shaped him to become a culturally relevant teacher and advocate for Black male students. In doing so, we provide implications and recommendations for preservice teacher education programs to retain and better support Black male middle school teachers.

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Robison, Tiger. "Male Elementary General Music Teachers." Journal of Music Teacher Education 26, no. 2 (July 24, 2016): 77–89. http://dx.doi.org/10.1177/1057083715622019.

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The purpose of this study was to describe the essence of being a male elementary general music teacher (MEGMT). I sought answers for two research questions. First, what are the perceived uniquely male experiences in elementary general music teaching? Second, in what ways might gender be a consideration in the preparation of elementary general music teachers? I conducted semistructured interviews of ten current MEGMTs in one New England state. After three cycles of coding, I found four emergent themes: (a) perceived uniquely male issues in teaching, (b) the hiring process and early years, (c) workplace gender issues, and (d) urban teaching overall. These findings both corroborated and contradicted those of the limited studies about MEGMTs, yielding support to investigate MEGMTs’ multifaceted essence further.

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Balchin, Thomas. "Male Teachers in Primary Education." FORUM 44, no. 1 (2002): 29. http://dx.doi.org/10.2304/forum.2002.44.1.8.

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Cushman, Penni. "Male teachers in primary schools." Set: Research Information for Teachers, no. 3 (November 1, 2005): 2–6. http://dx.doi.org/10.18296/set.0635.

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Taylor, Paulette B., Philip L. Gunter, and John R. Slate. "Teachers' Perceptions of Inappropriate Student Behavior as a Function of Teachers' and Students' Gender and Ethnic Background." Behavioral Disorders 26, no. 2 (February 2001): 146–51. http://dx.doi.org/10.1177/019874290102600206.

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This study investigated teachers' perceptions of inappropriate student behavior as a function of students' and teachers' gender and ethnic background characteristics. The study used videotapes depicting inappropriate behavior of four different students (i.e., African-American female, African-American male, White female, White male). A total of 87 inservice teachers and 99 preservice teachers viewed the videotapes. Following each videotape, participants were asked to complete a 32-item behavior rating scale focusing on the teachers' perceptions of the student in each videotape. Analysis of the data revealed statistically significant differences related to the gender of the teacher, but not to the ethnic background of the teacher. Statistically significant differences also were found among students depicted in the videotapes. The African-American female student was judged to display more problem behaviors than the White female student, and the White male student was rated as displaying more classroom difficulties than the White female student. Teachers were not found to make judgments based on their ethnic background. The gender of the teacher and the gender of the student appeared to have the most influence on teachers' perceptions of behavior.

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Harris, Kylie, and Sally Barnes. "Male teacher, female teacher: exploring children’s perspectives of teachers’ roles in kindergartens." Early Child Development and Care 179, no. 2 (February 2009): 167–81. http://dx.doi.org/10.1080/03004430802667005.

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Andangsari, Esther Widhi. "Perilaku Kerja Guru Bimbingan Konseling Laki-Laki dan Perempuan Tingkat SLTA di Jakarta." Humaniora 1, no. 1 (April 30, 2010): 49. http://dx.doi.org/10.21512/humaniora.v1i1.2147.

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Article presented performance behaviour among high school teachers in Jakarta, especially in their roles as counsellor based on the government’s qualification and competences, especially in their empathy and persuasion. The research also wants to see the difference between male and female teachers’ behaviour as counsellor, so that the schools are more serious in selecting and developing their teacher counsellor. Using DISC assessment tool for 68 teachers, consisting of 14 male and 54 female teachers, it is indicated that 26,47% of them meet the government qualification, those are both empathy and persuasion qualifications. Empathy qualification is possessed by male and female teachers, even male teacher is more persuasive than male teacher who have dominant communication behaviour. In general, the research presents 13 behaviour styles.

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Eroglu, Nermin, Melek Bahat, and Aysegul Metindogan. "Primary School Teachersâ€™ and Teacher Candidatesâ€™ Attribituons Toward Students with Dyslexia." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 2 (March 27, 2021): 80–87. http://dx.doi.org/10.18844/prosoc.v3i2.1602.

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This study examined patterns in teachers' attributional responses to dyslexia. Teachers from elementary schools in Turkey (n=32) and preschool teacher candidates from a state university (n=32) participated in the study. Using written vignettes, four hypothetical male students were described, of two identified with dyslexia, and the other two had no dyslexia. Teachers were to assume each child had just taken a typical classroom writing assessment and failed to write correctly. Four categories of teacher responses were examined: reward or punishment (RP), anger (A), pity (P), and future expectations (FE). Patterns of significant difference in teachersâ€™ and teacher candidatesâ€™ responses were not found. Attributional characteristics of elementary teachers and preschool teacher candidatesâ€™ responses are discussed.

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Zahoor, Fatima, Nabi Bux Jumani, and Samina Malik. "Professional Qualifications and Competencies of Teacher Educators and Subject Teachers of Education: Gender Wise Analysis." Global Regional Review IV, no. IV (December 31, 2019): 158–67. http://dx.doi.org/10.31703/grr.2019(iv-iv).18.

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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.

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Black, Ernest, and Ed Rice. "Desperate Measures." Educational Renaissance 9, no. 1 (October 19, 2020): 15–22. http://dx.doi.org/10.33499/edren.v9i1.145.

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Black male teachers are less than two percent of all current teachers in the United States. However, there has been an effort to recruit and retain Black men into the teaching profession for a number of reasons. All student benefit when they have a Black male teacher. Black boys, in particular, have markedly higher test scores and improved discipline when they have a Black male teacher. Black male adults in educational settings is essential for enhancing Black boys’ academic and social development. There is a need for Black male teachers in education. Even with nationwide recruitment efforts like My Brother's Keeper, the numbers of Black male teacher remain small. Additionally, Black male teachers leave the profession at a higher rate than other subgroups. This paper will examine one teacher preparation program's effort to increase retention of Black males in the teacher preparation program and the teaching profession.

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Skåreus, Eva. "Vinn deras hjärtan! - Om genus och emotioner i Tv-serien klass 9A." Tidskrift för genusvetenskap 32, no. 2-3 (June 13, 2022): 117–44. http://dx.doi.org/10.55870/tgv.v32i2-3.3553.

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This article investigates the mediation of teachers in a reality-TV program, how gender, femininity, masculinity and emotions interact in a school fiction. The reality-TV program, Klass 9A, consisting of 13 episodes, was broadcasted in Swedish television during spring 2008. In the program, viewers could follow a high school class during the fall semester 2007. The class teachers were replaced by “eight of Sweden’s foremost educators” (the TV-producer´s words) to help the pupils improve their scores from low level to the third best class in the country during that semester. In that sense this was a Makeover-television and in analyzing the teachers, they are treated as constructions of the producers. Theoretically and methodologically Sara Ahmed’s concept of emotions are used – what emotions do between people, giving and constructing attributes. Three teachers, two men and one woman, are exemplifying the analysis. The (male) math teacher’s pedagogical strategy is love, an approach he both articulate and perform. Love as a teaching method appears as an exercise of power, a patriarchal and biblically informed performance and a powerful discipline tool. In the sport subject, the (male) teacher act to a high degree as a coach, engaging in a democratic sport leadership. He is doing it with empathy, in a way feminine, but without loosing his masculinity, secured by his traditionally male subject sport. The female teacher (Swedish language) is doing masculinity, disembodied by how the producers represent her, but is embodied in the end of the semester, by being represented as sentimental and caring when it comes to the final test. In that sense she is castrated, made less powerful and brought back to the conception of female teachers as carrying. The program supports the conception of missing male teachers in school and a longing for old time discipline.

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Bristol, Travis J. "A Tale of Two Types of Schools: An Exploration of how School Working Conditions Influence Black Male Teacher Turnover." Teachers College Record: The Voice of Scholarship in Education 122, no. 3 (March 2020): 1–41. http://dx.doi.org/10.1177/016146812012200312.

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Context Ongoing teacher diversity campaigns will not increase the net number of teachers of color if policymakers fail to address the disproportionate rate at which teachers of color leave the profession when compared to White teachers. Purpose The purpose of this article is to fill the empirical gap about the mechanisms that influence Black male teacher turnover. Specifically, this study explores the perceived school-based experiences of Black male teachers, with particular attention to comparing the experiences of Black men who are the only Black male teachers in their schools to those of Black men in schools with multiple Black male teachers. Research Questions 1. In what ways do the school-based experiences differ for Loners (Black male teachers in schools employing only one Black male teacher) versus Groupers (Black male teachers in schools with larger numbers of Black male teachers)? 2. How does a school's organizational context, such as relationships with colleagues and school administration, affect the decisions of Loners and Groupers to stay in their schools or in the teaching profession? Research Design This study employed a qualitative method, phenomenology. Two waves of semistructured in-depth interviews were conducted with Black male teachers (N = 27) across 14 schools. Seven schools had three or more Black male teachers on the faculty (n = 20), and seven schools had one Black male teacher on the faculty (n = 7). Each semistructured interview lasted approximately 60 minutes. Findings/Results Groupers cited challenging working conditions (such as weak administrative leadership) as their primary reason for wanting to leave. The following academic year, almost half of these teachers (9 out of 20) did not return to their schools in the positions they had held the previous year. Counterintuitively, Loners, despite sometimes having hostile interactions with their White colleagues, stayed. While Simon and Johnson theorized that the absence of positive collegial relationships increases turnover, this phenomenon proved less true for Loners’ decisions to remain at their schools. Recommendations Given that Groupers were more likely to leave when compared to Loners, policymakers who are interested in increasing the number of Black male teachers must also give attention to retention. Future research should compare the school-based experiences and influences of turnover of Black male Loners and Groupers to other ethnoracial minorities, such as Latinx and Asian teachers. Practitioners, or specifically principals, may also want to become more attentive to interpersonal relationships in schools, particularly between Black male teachers and their White colleagues.

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Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.

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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.

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Khalili, Khalil Y. "Public Health Knowledge Levels of Different Types of Jordanian Teachers." International Quarterly of Community Health Education 7, no. 4 (January 1987): 307–18. http://dx.doi.org/10.2190/3x9h-9t0k-nam2-3bh2.

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This study examines the level of health knowledge of specific categories of Jordanian teachers to see which category is competent enough to teach health as a separate school subject. The Health Awareness Test (HAT) was administered to 670 teachers of whom there were seventy-four science teachers at the compulsory stage, 139 Arabic language teachers at the upper elementary stage, 342 elementary grades teachers, thirty-four high school physics teachers, thirty-three high school chemistry teachers, and forty-eight high school biology teachers. The data analysis revealed that of the target groups, only female teachers of biology, chemistry, and physics and male teachers of biology, reached the acceptable level in knowledge about health as measured by HAT. Sex as well as specialization (the subject the teacher teaches) differences were found to be significant favoring female over male and biology teachers followed by chemistry teachers over the rest of the groups. The interaction between sex and specialization was not significant The implications of the above results for curriculum planning are discussed.

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Hayati, Miratul, Yubaedi Siron, and Erma Hermawati. "Strategi Lembaga Pendidikan Anak Usia Dini dalam Melibatkan Guru Laki-Laki." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 6, no. 1 (March 31, 2021): 11–24. http://dx.doi.org/10.14421/jga.2021.61-02.

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The involvement of male teachers in Early Childhood Education (ECE) institutions is still a matter of debate. Data for the last 10 years shows a decrease in the number of male teachers in ECE institutions. Even though their involvement is as a substitute figure for their father at school. This study aims to determine the strategy carried out at ECE institutions in KB-TK Al-Fath Cirendeu in involving male teachers. This research uses a qualitative approach with a case study method. The research subjects included: the principal, 2 female teachers and 7 male teachers. Data collection was carried out employing observation, in-depth interviews and documentation. Data analysis using Miles Huberman through the stages of data reduction, data presentation, verification, and concluding. The results of the study found that the ECE institutional strategy to involve male teachers in the institution was carried out through the planning of male teacher involvement objectives, recruitment plans, provision of special facilities, preparation of organizational structures, division of job descriptions between male and female teachers and institutional supervision of male teacher performance.

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Garza, Eli. "Male Teachers in Elementary Settings: Perceptions of A Teaching Career." International Journal on Social and Education Sciences 4, no. 1 (January 15, 2022): 135–48. http://dx.doi.org/10.46328/ijonses.291.

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This study explored the perceptions of teachers who identify as male/male of color teachers about their sense of competence and satisfaction with their choice of career working with young children in elementary settings. This study sought to answer questions about the perceived factors affecting their development as teachers of young children and the potential for improving the recruitment and retention of male teachers in the primary grades. Male and male of color elementary school teachers were invited to share their perceptions of their experiences related to becoming and being a teacher in the primary grades through a questionnaire and interviews. The study found participants felt that their experience as teachers was informed by uniquely gendered factors, such as their male and/or intersectional identities and the associated perspectives and experiences as well as by more global factors such as their commitment to their professional expertise as effective teachers. Overall, the study suggests that both gendered and global factors have implications for recruitment and retention given that they contribute to male and male of color teachers’ sense of competence and satisfaction teaching young children in elementary settings.

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Yaghoubi, Ahmad, and Mojgan Nosrati Kordkandi. "Investigating the Iranian EFL Teachers and Learners’ Beliefs about Teacher Efficacy." Journal of Language Teaching and Research 7, no. 6 (November 1, 2016): 1097. http://dx.doi.org/10.17507/jltr.0706.05.

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The present study was an attempt to investigate Iranian EFL teachers and learners’ beliefs about teacher efficacy. For the purpose of the study, 200male and female learners, between 20 and 34 years old (Mage = 27) and 50 male and female teachers, with the age range of 48 from Roudehen Islamic Azad University and Ershade Damavand University ,and Tehran Cental Branch participated in the study. The participants’ beliefs about teacher efficacy were measured using Bandura’s teacher efficacy (1997). The results showed that students’ belief about teacher efficacy was significantly better (t = 2.980, p = 0.001 < 0.01). Inspection of the both teachers and students’ answers to each question was done by descriptive statistics and also interview was made to find the underlying differences. The results of this study have implications for students, teachers, and all those involved in the area of teaching and learning.

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Arfiandhani, Puput, and Ika Wahyuni Lestari. "PRE-SERVICE ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS’ MOTIVES TO BECOME TEACHERS: A COMPARATIVE STUDY." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 306. http://dx.doi.org/10.24252/eternal.v52.2019.a11.

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This study aimed to compare the male and female pre-service teachers’ motives in becoming EFL teachers and to find out whether there was any difference between male and female pre-service teachers’ motives to become teachers. The quantitative research with survey design was applied to collect the data from three private teacher-training institutions of Yogyakarta, Indonesia. SPSS 24 was used to analyze the data. The findings indicated that the Sig. (2-tailed) value was 0.612 higher than 0.05 (alpha) and the descriptive statistical analysis proved that the mean score between female (N=96) and male (N=36) pre-service teachers’ motivation was relatively same. The mean score for female was 2.90 with the standard deviation of 0.38 and for male was 2.94 with the standard deviation of 0.26. Therefore, there was no difference between male and female pre-service teachers’ motivation in three teacher-training institutions of Yogyakarta.

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Peres-Gonçalves, Josiane. "Representações de homens do magistério sobre homens no magistério || Male teachers’ representations about male teachers." Revista de Estudios e Investigación en Psicología y Educación 4, no. 1 (July 1, 2017): 1. http://dx.doi.org/10.17979/reipe.2017.4.1.1546.

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McGrath, Kevin F., and Penny Van Bergen. "Are male teachers headed for extinction? The 50-year decline of male teachers in Australia." Economics of Education Review 60 (October 2017): 159–67. http://dx.doi.org/10.1016/j.econedurev.2017.08.003.

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Mahmood, Khalid, Muhammad Rifaqat, and Sufi Amin. "4-Head Teacher AS A Leader: An Analysis of Head Teachers Practices Based on Hersey Blanchard Model in Azad Jammu & Kashmir." International Research Journal of Education and Innovation 2, no. 2 (September 20, 2021): 41–49. http://dx.doi.org/10.53575/irjei.4-v2.2(21)41-49.

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The purpose of the study was to compare the leadership practices based on Hersey Blanchard model in AJK. The major objective of this study were to: compare the leadership practices of male and female Head teacher based on Hersey Blanchard Model, compare the leadership practices of public and private school Head teachers based on Hersey Blanchard Model. The study was descriptive in nature as it based on survey. The population of the study were Head Teachers of three District of AJK i.e. (kotli, Sudhnuti and Poonch) Stratified sampling technique was used for selecting the sample. The sample is selected according to (Gay, 2009). Data were collected using a survey questionnaire prepared on five-point Likert scale. Collected data were analyzed through independent sample t- test. On the basis of analysis and findings conclusion were drawn that the leadership practices of male Head teachers are better as compare to female Head teachers regarding direction and coaching while in supporting and delegation female Head teachers’ practices are better as compare to male Head teachers’ practices. It was concluded that the leadership practices of private Head teachers are better as compare to public Head teachers regarding direction, coaching and supporting while in delegation, public Head teachers’ practices are better than private Head teachers’ practices. The finding of the study recommended some ideas to be made for improving leadership practices. Government should provide forum in which both public and Private Head teacher share their practices. Government should upgrade their teacher and Head teacher regarding coaching according to modern era. Department of education should organize a proper ongoing training for their teacher and Head teacher regarding directing, coaching, supporting and delegation. The management of private schools should organize a proper ongoing training for their teacher and Head teacher regarding directing, coaching, supporting and delegation.

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Marghzar, Simin Hashemi, and Amir Marzban. "The Relationship between Spiritual Intelligence and Efficacy among Iranian EFL Teachers." Theory and Practice in Language Studies 8, no. 1 (January 1, 2018): 67. http://dx.doi.org/10.17507/tpls.0801.09.

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Owing to the importance of teacher’s impact on the students’ motivation, achievement, and academic success, this study is an attempt to explore the relationship between EFL (English as a foreign language) teachers’ spiritual intelligence and their level of efficacy. To this end, two questionnaires, the Spiritual Intelligence Self-Report Inventory (SIRI-24) (King, 2008), and the ELT Teacher Efficacy Instrument (ELTEI) (Akbari& Tavassoli, 2014), were distributed among 148 male and female EFL teachers working at different contexts including university, school, and private language institute in Mashad, Quchan, Shirvan, and Qaemshahr, Iran. Pearson product-moment correlation and an independent T-test were used for analysis of the data. The findings of the study revealed that there was a positive significant relationship between teacher spiritual intelligence and teacher efficacy. Moreover, there is a significant difference between male and female teachers regarding their personal meaning production.

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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.

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Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA. Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar. Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn. Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal. Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.

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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.

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AbstractIntroduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.

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Mambu, Joseph Ernest. "UNRAVELING RELATIVELY UNCLEAR STORIES: A NARRATIVE ANALYSIS OF STUDENT-TEACHERS’ IDENTITY WORK." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 172. http://dx.doi.org/10.17509/ijal.v6i2.4842.

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Motivated by the need for more empirical evidence of Indonesian-based novice teachers’ identity, this paper aims to uncover nonnative English-speaking student-teachers’ identity work in their relatively unclear narratives of teaching practicum experiences. (Narrative) discourse analytical perspectives were used to examine two student-teachers’ narratives that were elicited in individual interviews. An analysis of one female student-teacher’s narrative suggests that digressive plotting—at first glance—and the use of some cryptic, and sometimes idiosyncratic, expressions can be re-constructed by a discourse analyst such that the overall structure and message of the speaker’s narrative is streamlined. A relatively unclear narrative was also produced by a male student-teacher. Different from the female student-teacher’s detailed narrative with digressive plotting, the male student-teacher’s plotting was underdeveloped. However, both student-teachers exercised their agency, though in different degrees, when framing their personal stories. This paper concludes with the notion that the narrative analysis makes more visible student-teachers’ identity work in which they, with their sense of agency, overcame (inter)personal tensions or struggles narrated in stories which are not necessarily clear.

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KIFAYAT KHAN, DR. TEHSIN TAHIR, DR. UMBREEN ISHFAQ, and ASAD KHAN. "A Study to Examine Teachers’ Classroom Time Management Strategies At Secondary School Level." Journal of Business & Tourism 3, no. 2 (November 5, 2021): 59–71. http://dx.doi.org/10.34260/jbt.v3i2.73.

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Effective classroom management strategies can play an important role in teaching learning process. Classroom management encompasses many factors including management of subject matter, environment, discipline and time. These all are the byproducts of teacher’s effective classroom management strategies. This study was focused to investigate the teacher’s Classroom Time Management Strategies (CTMS) at secondary school level. All secondary school teachers of Khyber Pukhtunkhwah (KP) were considered as the population of the study. A sample of 480 teachers form 80 schools of five (5) districts (96 teachers to each district) was randomly selected. The sample was further distributed into eight (8) strata of male/female, urban/rural, science/arts, and public/private through stratified random sampling techniques such that the number of teachers in each stratum remains 240. The data was collected through a self-prepared questionnaire of reliability 0.87 and was analyzed through statistical tools. The analyzed data reflected that mostly teachers (62.7%) were in practice to utilize time management strategies. Further it was found that: male teachers were superior to female teachers; urban teachers were superior to the rural school teachers; science teachers were superior to the arts teachers; and public school teachers were superior to the private school teachers in classroom time management strategies CTMS; and. Classroom management oriented refresher courses for female teachers may be arranged to abridge gender gap in various CTMS and these strategies should be stressed more frequently in curriculum and pre-service teacher trainings.

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Lahelma, Elina. "Lack of male teachers: a problem for students or teachers?" Pedagogy, Culture & Society 8, no. 2 (July 2000): 173–86. http://dx.doi.org/10.1080/14681360000200093.

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Zaidan Khalaf, Shaymaa, and Ammar Awadh Frahan. "Mindfulness among Male Teachers of Preparatory Schools and Female Teachers." Al-Anbar University Journal For Humanities 2021, no. 3 (September 1, 2021): 3865–92. http://dx.doi.org/10.37653/juah.2021.171757.

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Roohani, Ali, and Mehdi Iravani. "The Relationship Between Burnout and Self-Efficacy among Iranian Male and Female EFL Teachers." Journal of Language and Education 6, no. 1 (March 31, 2020): 173–88. http://dx.doi.org/10.17323/jle.2020.9793.

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Teaching is a job marked by high levels of burnout. Teacher burnout has been extinsively studied in connection with other important psychological qualities, such as perceived self-efficacy. However, little research has examined this relationship among teachers in the English as a foreign language (EFL) context. In this light, this mixed-method study was intended to a) investigate the relationship between the degree of perceived self-efficacy by Iranian EFL teachers and their professional burnout level, and b) see whether gender could make a significant difference in the teachers’ burnout level. To these ends, 80 male and female Iranian EFL teachers from several high schools in Isfahan, selected through convenience sampling, participated in the study and responded to the Maslach Burnout Inventory-Educator’s Survey (MBI-ES) and a modified version of Teacher Sense of Efficacy Scale (TSES). To triangulate the data, a semi-structured interview was also conducted with 15 teachers. Correlational and t-test data analysis showed that there was a strong significant correlation between the participants’ perceived self-efficacy and their burnout level in a negative direction. The gender variable also had a modifying effect on the teachers’ burnout. Female teachers, in fact, had a lower burnout level. The follow-up interview further confirmed the relationship and revealed the three main themes of mental fatigue, contact avoidance, and stress in explaining teacher burnout. The implications for school administrators and teacher educators are discussed.

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Bugis, Riki, Moh Saleh Tuharea, and Zulkifli Akhmad. "Exploring EFL Teachers’ Classroom Management Approaches and Students Responses to Male and Female Teachers." Al-Lisan 6, no. 1 (March 7, 2021): 112–27. http://dx.doi.org/10.30603/al.v6i1.1857.

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The goal of this study is to explore the EFL classroom management approaches and how students respond to classroom management by the male and female English teacher. The subjects of the research were two English teachers and 60 students. This research is based on qualitative research. The data analysis was carried out in three phases: data reduction, data presentation, and conclusions. This study finds four types of classroom management by male English teachers and female English teachers. The first is the seating arrangements, the second is the rules and procedures, the third is the discipline, and the final is the teachers' appearance. Meanwhile, questionnaires and interviews show that there is a positive response to classroom management that has been carried out by English teachers, both male and female.

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Botha, Johan, Chris Myburgh, and Marie Poggenpoel. "Male teachers’ experiences of own aggression." South African Journal of Education 33, no. 3 (August 2, 2013): 1–15. http://dx.doi.org/10.15700/201503070736.

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Nash, Sally. "Disappearing male teachers cause growing concern." Five to Seven 1, no. 11 (March 2002): 6–7. http://dx.doi.org/10.12968/ftoe.2002.1.11.16742.

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Skelton, Christine. "Sex, Male Teachers and Young Children." Gender and Education 6, no. 1 (January 1994): 87–94. http://dx.doi.org/10.1080/0954025940060107.

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Smedley, Sue. "Perspectives on Male Student Primary Teachers." Changing English 5, no. 2 (October 1998): 147–59. http://dx.doi.org/10.1080/1358684980050206.

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Journal articles on the topic 'Male teachers'

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