Teacher ratings and adolescent students’ perceived social behaviours and gender-role orientations

Abstract

ABSTRACT This cross-sectional study explores relationships among teachers’ ratings of students’ social behaviours and perceived competencies and gender-role orientations. Social behaviours, self-competencies, and gender-role orientations of 295 Canadian students (118 boys, 177 girls) were assessed by teachers’ ratings and students’ self-report questionnaires. Results showed significant and consistent associations between teachers’ perceptions of students’ social behaviours and adolescents’ self-perceptions of behavioural conduct. Positive correlations were found between teachers’ ratings of prosocial behaviours and gender-feminine orientation, and between teachers’ ratings of aggression and gender-masculine orientation. Gender differences were found as teachers scored girls higher in prosocial behaviours and boys higher in relational and physical aggression. Boys perceived themselves higher in self-worth, physical appearance, and masculinity, where girls rated themselves higher in femininity and behavioural conduct. These findings highlight the reciprocal nature of students’ and teachers’ beliefs and attitudes and suggests the need for a compassionate, inclusive, and gender-sensitive school climate.