Preschool Teachers' Perceptions of Gender in the Classroom: A multifaceted examination

Abstract

The present quantitative study was conducted to investigate preschool teachers' perceptions of gender in the classroom. Study group consisted of 120 preschool teachers working in official pre-school institutions affiliated to Kırşehir Provincial Directorate of National Education in Turkey. Participant selection was performed by using simple sampling. Preschool Teachers' Perceptions of Gender in the Classroom Scale was used for data collection. For statistical analyses, Kruskal-Wallis Test, one-way ANOVA test and independent T test were performed. The findings showed a statistically significant difference between the mean overall gender statement scores and the mean gender role trait scores of preschool teachers and the said difference is influenced by the professional seniority of the teachers. It was also found that there was a statistically significant difference between the mean gender role trait scores between the teachers who participated in a gender-oriented educational activity and those who did not. However, there was no statistically significant difference between mean general gender statement, mean gender role trait, mean gender-specific behavioral responses, mean gender roles in tales and stories, and mean total scores regarding the number of children in their classes.