Tracing Gender Equality in Restrictions on Female Teachers' Teaching Roles in Pesantren

This study aimed to identify the reality of education technology availability to teach the English language from the perspectives of female English teachers in primary and middle schools in Sabya City and the reality of applying this technology in teaching. The study also aimed to identify the challenges faced by female English teachers in implementing education technology in their profession in Sabya and define the significance of statistical differences at the level of (α≤ 0.05) for female English teachers significance attributed to the variables of years of service (≤ 5 years and > 5 years in service) and different training sessions (≤ 3 and > 3 training sessions). The study's population consisted of female English teachers in primary and middle schools in the second semester of the academic year 1440-1441 H; while randomly selecting (110) female teachers from Sabya City. The researcher followed the Descriptive Analytical method and designed a questionnaire for data collection. The study's results showed that educational technology availability in teaching English in the primary and middle schools in the city was below the required level. The results also indicated that the implementation of educational technology by female English teachers at primary and middle schools did not reach the required level. furthermore, the study indicated that the challenges faced by the teachers at the primary and middle schools in implementing educational technology in Sabya were significant; the most prominent of which was the educational supervisor's failure to follow-up on the use of modern educational technology in education, the lack of adequate and appropriate computerized pedagogical programs for the English language curriculum, and limited school budget; because no budget was allocated for the purchase of educational technology. The study found differences between the averages of the sample's responses regarding the reality of implementing educational technology in teaching English from the perspectives of female English teachers in primary and middle schools in Sabya attributable to years of service (≤ 5 years and > 5 years in service) at a significant level of; as these differences were in favor of (> 5 years in service) category. Moreover, there were differences between the averages of the sample's responses regarding the reality of implementing educational technology in teaching English from the perspectives of female English teachers in primary and middle schools in Sabya attributable to the difference in training sessions (≤ 3 and > 3 training sessions) at a significance level of; as these differences were in favor of (> 3 training sessions) category. The study concluded with several recommendations, the most important of which were: The necessity of using educational technology in teaching English in its various subjects on the educational process and the necessity of training female teachers to use educational technology through conducting training sessions in the field of teaching for development.

The Objectives of this paper were to describe the types of language styles used by male and female teachers in teaching English in the classroom and the reasons of the using those language styles by the teachers.The subjects were the teachers of SMP Negeri Pancurbatu, 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 Kirszner and Mandell, who divides language style into four levels, and they are slang, colloquial, informal and formal style.The results of the data analysis showed that the dominant language styles used by male and female teachers utterances in teaching English in the classroom is formal style which means using language in the formal situation which it is designed to inform and where there is the least amount of shared background knowledge.Based on the interviewed of the teachers after the teaching learning process, there were some reasons to use the language styles during the teaching learning process, such as to make the information clearer, to make the student understand easier, to remind the students about the topic of the lesson, and to encourage the students to reach the lesson competencies well.

This study aimed to investigate Iranian male and female EFL teachers’ mindsets on the post-method pedagogy and to discover if there was any statistically significant difference between their mindsets on the principles of post-method pedagogy. To this end, 118 Iranian EFL teachers (72 male and 46 female teachers) from four higher education establishments in Shiraz and Ahvaz were selected through convenience sampling. A 22-item questionnaire based on the 5-odd parameters of post-method pedagogy (i.e., particularity, practicality, possibility, teacher role, and learner role) was administered, and the descriptive statistics and the independent sample t-test were utilized to analyze the data. Findings revealed that despite both groups’ holding positive mindsets on the post-method pedagogy, a significant difference existed between their mindsets on the post-method pedagogy in general as well as the principles of practicality and learner role so that the female teachers had significantly more positive mindsets than the male teachers. However, the male and female teachers’ mindsets were not significantly different in terms of particularity, possibility, and teacher role as the other principles of post-method pedagogy.

Language and gender have a strong connection, especially in a social context. This study examines register in Arabic by looking at the language used by male and female teachers who utilize the YouTube media platform to provide basic Arabic tutorials. From these videos, the language characteristics of male and female Arabic language teachers can be observed, in terms of gender. In general, this study investigates the registers of male and female Arabic language teachers. Specifically, it elaborates on the significant differences between the language used by male and female Arabic language teachers based on a register analysis. The research question is thus divided into two: (1) what is the typical character of male teachers and female teachers of Arabic on YouTube channels; (2) how do male and female Arabic teachers use register on YouTube channels. The method used in this research can be divided into three stages. The first stage was the data collection, which was carried out by viewing and observing Arabic language learning videos uploaded onto YouTube channels by male and female teachers. The second stage was the data analysis, which used the model of Miles and Huberman, consisting of data reduction, data display and data conclusion. The final stage was the reporting of the results, using illustrative quotes in the form of descriptions and narratives related to the language registers of male and female teachers in terms of a sociolinguistic study. The gender-based language characteristics can be identified from aspects of gesture, word choice, greeting pronunciation and the mention of personal names. This research contributes to the development of the study of language learning in terms of gender based on an online social media platform.

The quantitative study was intended to compare the responses of female secondary school teachers with the responses of girl’s secondary school students regarding teacher as a facilitator towards reducing anxiety of secondary school students. The deductive research study was focused on research question; is there a significant difference among the responses of secondary teachers and students regarding the role of teachers in reducing anxiety. Aimed at this purpose all Secondary schoolgirls and female Secondary School Teachers (SSTs) of grade 9th and grade 10th in District Swabi were designated as the population of the study. The sample size of (164) female Secondary school teachers and girls students of class 9th and 10th were selected through convenient sampling technique by using Yamane Formula. Two Distinct questionnaires for the purpose of collecting data from female secondary teachers and Secondary schoolgirl’s were developed for the purpose of data collection. Research data were collected and analyzed by the help of SPSS 21. The data were analyzed by Mean, Standard Deviation as well as t-test was applied for the comparison. Results showed significant of difference between the responses of female secondary school teachers with the responses of girl’s students. Female teachers were more agreed with the statements that they help out the students in reducing anxiety as compare to the responses of girl’s secondary school student. It was recommended that professional development courses should be enriched related to reducing students’ anxiety.

This study examines the comparison of teaching strategies between male and female English teachers in Junior High School in Bali in implementing the Merdeka Curriculum. This study involved one male teacher and one female teacher. This research used descriptive qualitative research. The findings of this study revealed clear differences in teaching strategies between male and female English teachers at SMP Negeri 2 Sawan. Although the male teacher claimed to apply various modern teaching strategies, classroom observations showed that he relied heavily on lectures and one-way communication. His teaching was directive and used an imperative speaking style, which limited student interaction. In contrast, the female teacher used metacognitive and problem-based learning strategies, which were in line with her attention to student needs and readiness in class. She demonstrated two-way communication and encouraged critical thinking through questions and discussions. In addition, her approach combined social and affective strategies, reflecting a more nurturing and responsive teaching style. These findings suggest that the male teacher's teaching was more authoritative, while the female teacher's teaching was more interactive and student-oriented.

The objective of the study is to conduct an assessment of primary school teachers’ role as perceived by pupils in Nasarawa local government area (LGA) using the questionnaire method, 175 questionnaires were administered to some sampled pupils in ten primary schools selected randomly. The data collected were analysed, interpreted and presented in a tabular form by using frequency and percentage methods. On a Research Question 1: How do pupils perceived primary school teachers’ role in Nasarawa; 76 pupils (43%) submitted moral training as a major pupil’s perception on teachers’ role, while 67 (38%) shows instruction in subject has a major pupils’ perception on teacher’s role. Social training as role of teachers has been submitted by 10%, education for citizenship has 5%, and education for family citizenship has 4% score. On a question, do you show you respect to teachers outside the school premises? 119 respondents (68%) responded that their pupils always show respect outside the school premises, while 56 (32%) responded, that pupils are not always showing respect to their teachers outside the school. When asked, from your opinion, what extent do you think gender difference influence pupils’ perception towards their teacher role, answers show 135 (77%) responded that male teachers have more influence over female teachers towards their teacher role, while 40 (23%) of them submitted that female teachers influence pupils’ perception more than male teachers. 125 respondents (71%) are very sure that male teachers are regarded more in terms of good personality, 50 (29%) responded that female teachers are more regarded in personality than the female teachers. 87% respondents said that male teachers are too strict and scared more in terms of punishment, while 22 (13%) responded that, female teachers are too strict and scared more by pupils in terms of punishment. 84 (48%) respondents said that, NCE holders have influence on, 83 (47%) responded that Degree are more influential on, 8 (5%) pupils’ respondents admitted that Grade 11 certificates have more influence on students. 130 which (74%) responded that old recruited teachers with experience influence pupils’ better. This means that the respondents who answered very sure are 74% of old recruited teachers with experience influence pupils’ perception are better than new recruited teachers. Thus, moral training and instrument in subject are major role of teachers as perceived by pupils in Nasarawa LGA, pupils always show respect to their teachers within and outside the school premises in Nasarawa LGA, male teachers influence pupils’ perception more than female teachers toward their role as perceived by pupils in Nasarawa LGA, male teachers regarded more than teachers in terms of good personality perceived by pupils in Nasarawa LGA, male teachers consider too strict scared more in terms of punishment as perceived by pupils in Nasarawa LGA. Teachers with NCE and Degree qualification are more influential towards pupils’ perception in teacher role in Nasarawa LGA, Old recruited teachers influence pupils’ perception better than new recruited teachers in Nasarawa LGA.

Recent research shows teachers report their job being very stressful (OECD/TALIS). The Covid-19 pandemic caused many changes in education, which put teachers under additional strain (Sokal, Trudel & Babb, 2020). Female teachers in Slovak primary education outnumber male teachers by a ratio of 9-to-1. Even though women spend as much time in work as men, women´s involvement in household chores is more than double. This creates an even greater challenge. The paper has several aims – the first aim is examination of the stress level of primary school female teachers during the pandemic. The second aim is an examination of the intensity of measured stressors. The third aim is to compare work stress in female and male teachers. The forth aim is to investigate the role of variables (age, work experience, education stage) on work stress. The research sample consisted of 473 teachers (426 female). According to results, over 58 % of female teachers reported quite a bit (34 %) or a lot of (24,7 %) experienced work stress. Overall, female teachers perceived most stress in stressors: having too much administrative work to do, uncertainty associated with frequent changes in education caused by pandemic and social acknowledgment. Female teachers compared to male teachers experienced significantly more stress in several stressors, for example: being held responsible for students’ achievement and perfectionism. Younger and less experienced female teachers perceived significantly more stress in specific stressors. 2nd stage female teachers experienced more stress in specific sources of stress compared to 1st stage female teachers.

Background/Context There is much research that examines how desegregation literature has implications for majority teachers and its impact on students of color. However, little has been written about the experiences of teachers of color working in suburban desegregated majority schools. Focus of Study This article examines how intergroup differences created performance pressures for African American teachers and how this affected their ability to contribute optimally in these environments. Setting The study took place in four predominantly European American districts that surround a large midwestern metropolitan area. When the desegregation program was implemented in these districts, it was court mandated; however, now the program operates on a volunteer basis whereby students can elect to participate and withdraw as necessary. The district accepted less than 25% of their minority students from a court-mandated desegregation program. Participants A total of 7 male and 7 female African American teachers were interviewed. These male and female participants differed in grade-level positions. There were 4 female African American teachers at the elementary level, and 1 female and 3 male African American teachers at the middle school level. At the secondary level, there were 2 female and 4 male teachers who taught English, math, and history. There were some similarities between the male and female African American teachers. Research Design For this study, a case study is defined as a single entity, a unit of similar groups of people within the bounded context of suburban desegregated schools surrounding a midsized midwestern city. Case studies are differentiated from other types of qualitative research in that they are intense descriptions and analysis of a single unit or bounded system. Data Collection and Analysis In our sample of 14 participants, we had an equal representation of males and females (7 each). We were specifically interested in the perceptions and experiences of the African American teachers in their interactions with school administrators, parents, and students. A qualitative thematic strategy of data analysis was employed to categorize and make judgments about the interpretation of the data. This analytical procedure allowed important themes and categories to emerge inductively from the data across schools and districts. The researchers used the prior-research-driven approach to identify themes and to develop a coding process. In establishing the reliability for this study, the data were analyzed using what Glaser and Strauss called a constant comparative method. Conclusions and Recommendations Our findings, based on the experiences of 14 self-reported accounts of African American teachers in these school environments, illuminated patterns of experiences for teachers of color. Regarding the first subtheme, automatic notice, teachers developed strategies that assisted them in their transitions to inhospitable environments in the suburban schools. The female teachers reported the need for a strong reference-group orientation that would enable them to retain their cultural identity within the school. Whereas the female teachers viewed automatic notice negatively, the male participants recognized their high visibility as way to compete with their peers. Dealing with symbolic consequences, the second emergent subtheme, underrepresented individuals often bear the burden of dispelling myths and representing their race in their exchanges with coworkers. The African American teachers also became resistant to representing their race. In many ways, these teachers expressed the notion that their European American colleagues expected them to take ownership for issues that affected only the African American children. These teachers were compromised by this narrow definition of their expertise and disliked their limited role as the “minority representative.” In fighting discrepant stereotypes, the third subtheme, the underrepresented African American teachers had to defend their status to have their accomplishments recognized. The teachers reported that their individuality was often overshadowed by their colleagues’ stereotypical beliefs about African Americans. The male teachers constantly had to refute negative male African American stereotypes, and the women had to deal with proving their worth as “qualified” teachers. The final pressure, what we call cultural switching, became apparent as the African American female teachers expressed the heaviness of being in an environment where they were often one of few people of color, or the only person of color, in the school. The female teachers struggled with the cultural incongruity that occurred between them and their European American peers. In many ways, these performance pressures resulted in the feeling constrained and unable to use social cues to navigate their school's culture. Recommendations from this study may provide insights on how suburban desegregated schools may improve workplace relationships to recruit and retain teachers of color in these contexts.

A large and growing body of literature has investigated the role of teachers’ agency in their career trajectories. However, far too little attention has been paid to English as a Foreign Language (EFL) teachers’, especially female EFL teachers’, professional agency for their career development in the Chinese higher education setting. To address this gap, this study explores female EFL teachers’ professional agency from a self-discrepancy theory perspective, namely, how the participating teachers have perceived discrepancies in their professional development and how they have enacted their professional agency to realize sustainable development. Based on a metaphor investigation of 167 teachers and interviews with nine of them, the current study found that (1) there are certain discrepancies between female EFL teachers’ self-guides and actual selves concerning their professional identity construction; (2) female EFL teachers’ professional agency is manifested in the continuum of iteration, practical evaluation, and projectivity processes, as well as in the entity of personal and environmental factors; and 3) female EFL teachers’ professional agency and gender identity are closely intertwined with each other. This study can offer implications for teacher agency research and female teachers’ sustainable development at large.

This study investigated about lived experiences of domestic violence and coping strategies among female secondary school teachers in Uganda. The study employed qualitative approach within 23 secondary schools in Kitgum District. While through snowball sampling the study targeted all female teachers in these schools, who are victims of domestic violence, only 20 teachers who agreed to participate became the sample of the study. Furthermore, all the 23 head teachers of these schools participated in the study through purposive sampling. Data collection took place through in-depth interviews and data analysis took place through the thematic approach. While some of the domestic violence cases that took place include being beaten, tortured and injured, the victims used multiple ways to cope with the situations. The study recommends faith-based interventions as potential remedy for women who face domestic violence through deploying religious workers like school chaplains or other appropriate religious person to give support to such victims. The study further recommends supportive policy frameworks mainstreamed on tools for empowering female teachers and head teachers on support system for female teachers affected by domestic violence to allow them supportive work environment as well as provision of guidance and counselling experts in schools to provide similar services.

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.

Background While the research showed that the education stakeholders had a favorable attitude toward multicultural education, it also showed a negative view of individuals with different sexual orientations considered within multiculturalism. Since there are hardly any studies on how this situation is reflected in physical education (PE) and sports, it is believed those revealing PE teachers’ attitudes to multicultural education and people with various sexual orientations in the Turkish sample will add to the body of limited literature. Purpose This research had two objectives. First, compare the attitudes of female and male PE teachers toward multicultural education and lesbians and gay men. Second, investigate the relationship between PE teachers’ attitudes toward multicultural education, lesbians and gay men, age, and years of teaching experience. Method The study included 313 conveniently selected in-service PE teachers. The study's participants were all currently working at Turkey's public lower- and upper-secondary schools. Data were gathered using the Teacher Multicultural Attitude Survey and the Attitudes toward Lesbians and Gay Men Scale Revised Short Version. Findings PE teachers’ attitudes regarding multicultural education were not found to differ by gender. Female teachers, unlike their male counterparts, viewed lesbians and gay men more favorably. Female and male teachers’ attitudes towards multicultural education were positively related to their attitudes towards lesbians and gay men and were negatively associated with their age. Years of teaching experience did not correlate with the female and male teachers’ attitudes toward lesbians and gay men. Conclusions It needs to be emphasized that the positive attitudes of the two sexes of PE teachers toward multicultural education did not have a similar reflection on the attitudes toward people of different sexual orientations and that male teachers’ attitudes towards lesbians and gay men are less favorable than female teachers. This conclusion leads to the recommendation that the required modifications be made to the teacher education program to include sexual orientation diversity within the multicultural framework. Seminars and in-service training are necessary to assist the currently employed PE teachers in developing a helpful mindset.

Education plays a major role in a person's life, because education allows the development of individual potential and abilities to determine their future. Teachers play an important role in teaching, guiding, and encouraging students. This research was conducted with a qualitative approach in a natural environment. It aims to reveal the phenomena that occur in the field through a descriptive research design that uses written and oral conversations between the author and informants. Based on the results of interviews conducted by the researcher, it was found that differentiated learning using the Problem Based Learning model, especially in PPKn subjects in class VII, made students happier and more interested because the role of the teacher, especially in PPKn subjects, made students enthusiastic in learning because the role of the teacher as a motivator greatly influenced the teaching and learning process. Based on these results, it can be concluded that the use of Problem Based Learning in differentiated learning in PPKn subjects has proven to be effective in the learning process.Keywords: the role of the teacher, differentiation, problem based learningDOI: 10.23960/jmmp.v12.i2.2024.30325

Because the school environment has been shown to play an important role in teacher and student performance, we undertook research into the assessment of school environment, differences between female and male science teachers' perceptions of their school environments, and associations between these school environment perceptions and teachers' background characteristics. Although gender differences in science education have attracted both public concern and academic interest, little research has specifically addressed this issue in terms of the school environment. Data were collected from a large sample of 300 female and 518 male science teachers from secondary schools in Taiwan. Statistically significant gender differences were found in most aspects of the school environment, with female science teachers perceiving greater collegiality among teachers, higher gender equity among students, and stronger professional interest, and with male science teachers perceiving lower work pressure and better teacher–student relations. Gender differences in science teachers' perceptions of collegiality, work pressure, and gender equity in the school environment persisted even after controlling for teachers' background and school characteristics. Among the implications are recommendations about administrative policy for improving the school environment for both male and female teachers and about future research on factors associated with teachers' perceptions. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 404–420, 2009