Female Teachers Research Articles

Socio-Economic Status of Women Teachers Employees in India

Abstract: Sexual orientation discrimination in India is the chief reason that has influenced women's socio- economic turn of events. Women in country territories are known to need sufficient offices and education for their turn of events. Most women in country zones have less access to social insurance. Most of women in towns are housewives and work for their occupation in the homestead division. In this study we concentrated on the socio-economic status of women employees of women teachers. The point of this study is to choose the distinction between the economic and cultural position, the association between the fragment status of women teachers and their economic prosperity, the association between the portion status of women teachers and their economic status, and to study the association between the profile components of women teachers and their social position. In the current study we inspect the relationship between the elements of the profile of the female teachers and their satisfaction at work. For this study the A pilot test was conducted and corrections were made in the questionnaire, as were other sources, for example, journals, papers, diaries, reports, articles and related investigations. The scientist gathered information from 300 female respondents picked utilizing a delineated irregular inspecting method. Among the 300 women respondents, 245 are working on a regular basis and 55 are on temporary/Guest basis. Random sampling method to distribute questionnaires was followed by the researcher, and user data was obtained. From the study one can see that strong measures are expected to upgrade the socio-economic status of women instructor employees. Women are intensely tried out advanced education and business. It might be because of government concerns in education and work, and Women's Universities and Colleges being established. In spite of the fact that their proportion is high, contrasted with that of guys, their rank isn't high. Various factors, for example, age, sexual orientation, religion, conjugal status, number of wards, scholarly qualifications, specialized qualifications, position, sort of school, nature of occupation and number of long stretches of experience influence the status of women instructor employees. Along these lines it is essential to improve the socio-economic conditions of women teachers. Female teachers ought to endeavor to find some kind of harmony between their work and family jobs. In addition to encouraging they ought not stop for a second to accept obligations. It builds their organizationalstatus as well as energizes their trust in themselves. Through taking part in different preparing programs, addresses, conferences, workshops and taking up further study courses they can findout to an ever increasing extent

Teachers' Levels of Professional Commitment

The aim of the study is to examine whether the levels of teachers' commitment to the profession differ according to various variables. Survey model, one of the quantitative research methods, was used in the research. The sample of the research consists of 608 teachers working in primary, middle and high school schools affiliated to the Ministry of National Education in Yakutiye, Palandöken and Aziziye districts of Erzurum province. As a data collection tool in the research; 'The Personal Information Form' and 'The Teachers’ Professional Engagement Scale’ were used. In the analysis of the data, descriptive analyzes, Mann-Whitney U test and Kruskal-Wallis H test were used. It was seen that the teachers' level of commitment to the profession did not show a significant difference according to the variables of age, marital status, professional seniority and graduated faculty, but showed a significant difference according to the variables of gender and teaching level. It has been obtained that the teachers' level of commitment to the profession is very high. It has been determined that female teachers have higher levels of commitment to the profession. It has been concluded that primary school teachers' level of commitment to the profession is higher than that of high school teachers. There was no significant difference according to age, marital status, professional seniority and graduated faculty variables.

Attitude of Elementary School Teachers towards Action Research

In education, action research is mostly used to identify specific issues in the classroom and offer practical solutions. Action research is linked to several activities in the area of education that address weaknesses and challenges. Teachers use action research to promote evidence-based practices, individualize professional development, and cultivate critical thinking. The current study was designed to find out how elementary school teachers perceived towards action research in this particular context. The study's methodology was a descriptive survey design. Using a simple random technique, a total of 120 elementary school teachers were selected to constitute the study's sample. Data were collected by using an ATR scale which the researcher had developed. The t-test, standard deviation (SD), and mean of the data used for analysis and interpretation. The hypothesis of the research was that, in terms of various characteristics, there would be no significant variance among elementary school teachers' attitudes towards action research. The findings revealed that the attitudes of male and female elementary school teachers toward action research differed significantly. Furthermore, it was discovered that there was no statistically significant difference in elementary school teachers' attitudes towards action research based on their academic stream or their professional education.

Primary School Teachers’ Knowledge of Assistive Technologies for Students with Dyslexia and Dysgraphia in Abu Dhabi

This study aimed to determine the knowledge level of primary school teachers regarding their gender-based variations and the obstacles they face with using Assistive Technologies (ATs) for students suffering from dyslexia and dysgraphia in Abu Dhabi, UAE. For this purpose, a three-point Likert scale questionnaire was used to get teachers’ responses. The study’s main findings revealed that teachers have a high degree of knowledge about some of these technologies, such as highlighters, pen grips, voice recorders, and specific software applications. It also reveals significant gender differences in teachers’ knowledge of some of these technologies, with male teachers being more familiar with voice-based tools and female teachers being more familiar with visual and tactile tools. The most significant challenge was the short class timings, followed by the teachers’ lack of knowledge and training about the relevant ATs. This prevented primary school teachers from knowing ATs for students with dyslexia and dysgraphia. The findings contributed to the limited literature on gender knowledge levels and obstacles faced by teachers in using ATs for students with dyslexia and dysgraphia. Further, future directions for research are suggested.

Exploring the Distance Learning Experience by Parents and Teachers of Students With Disabilities During Covid-19: A Case Study

This study examined the experiences of Palestinian parents (n=105) and teachers (n=99) for students with disabilities by the shift to distance Learning during Covid 19, in focusing on communication, student progress, support services, and stress levels. Participants answered a Likert scale questionnaire and three open questions. Findings revealed no significant differences between parents and teachers related to the examine parameters but it is indicated the gender as a significant factor in stress levels. Males, whether parents or teachers, reported less stress. Mothers expressed the least satisfaction with support services, contrasting with female teachers. This highlights possible disparities for mothers in accessing vital support during remote learning. Distance learning introduces distinct challenges, with both teachers and parents highlighting the need for proficiency in online platforms. Emphasizing tech-savviness is crucial in today's educational setting. Both groups stressed the importance of emotional support, extending this need to everyone involved. The conclusion underscores the importance of joint solutions tailored to the specific requirements of students, parents, and teachers.

A study of the relationship between elementary school teachers’ occupational self-efficacy, emotional labor strategies and occupational well-being

The aim of this study is to explore the relationship between primary school teachers’ occupational self-efficacy, emotional labor strategies, and job satisfaction. A questionnaire survey was conducted with primary school teachers in a certain city, and statistical analysis methods were used to obtain the research results. Firstly, primary school teachers generally have a high level of job satisfaction, with certain demographic differences. Among them, female teachers have higher job satisfaction than male teachers, and teachers with more years of experience show higher job satisfaction. Secondly, primary school teachers have overall good occupational self-efficacy, which is positively correlated with job satisfaction. That is, an increase in occupational self-efficacy can promote teachers’ job satisfaction. Additionally, primary school teachers generally adopt positive coping and expressive strategies in emotional labor. There is a certain correlation between emotional labor strategies and job satisfaction, with teachers who adopt positive coping and expressive strategies showing higher job satisfaction. Finally, occupational self-efficacy plays a mediating role between emotional labor strategies and job satisfaction. That is, the choice of emotional labor strategies is influenced by teachers’ occupational self-efficacy, which in turn affects their job satisfaction. This study provides empirical evidence for understanding the job satisfaction of primary school teachers and further reveals the mechanisms of the roles of occupational self-efficacy and emotional labor strategies in influencing teachers’ job satisfaction. The research results can provide relevant policies and measures for educational managers to promote the professional development and well-being of primary school teachers.

Gender Disparities Impact on Pre-Service Teachers' Attitudes in Mathematics and Statistics Education

The research investigates the impact of gender disparities on prospective teachers' attitudes towards statistics in mathematics education. The problem is a lack of understanding of how gender influences attitudes towards statistics. This research aims to explore differences in attitudes towards statistics based on gender and identify factors that influence these attitudes. The urgency lies in the importance of better understanding how gender can influence attitudes toward statistics among prospective teachers. This research method uses the Attitudes towards Statistics Survey (SATS-36) survey which was completed by 355 prospective teachers from 7 TTCs who were randomly selected. Data was collected through an online survey and analyzed using an independent T-test to compare the attitudes of prospective teachers based on gender. The results show that prospective teachers have a positive attitude towards statistics and gender has a significant influence on attitudes towards statistics. A significant difference was found in attitudes towards statistics between male and female teacher candidates, with men tending to have more positive attitudes. The conclusion is that gender plays an important role in shaping prospective teachers' attitudes towards statistics. The implication is that special attention is needed to pay attention to gender factors in developing mathematics education curricula to increase interest and understanding of statistics among prospective teachers.

General Baptist Women in Orissa, India: Initiatives in Female Education, 1860s–1880s

This article looks at the General Baptist mission in Orissa, India, from the 1860s to the 1880s, with particular reference to the way women who served within the mission fulfilled a role in teaching and encouraging girls and women, especially by setting up schooling. The challenges of a time of desperate famine, with many orphans being cared for, are examined. The General Baptist mission worked with other bodies, notably and crucially with the interdenominational Female Education Society. A major aim was that, through the work of the female teachers, local teachers would be equipped. The argument here is that there was integrity in what was performed, and thus, this article offers an alternative to interpretations that dismiss the validity of the mission endeavours. The Orissa mission continued on beyond the 1880s, with wider fellowship eventually happening through the Church of North India. This study does not go beyond the 1880s as that would introduce a new phase with the amalgamation in 1891 of the General and Particular Baptists and their overseas missionary societies.

Secondary school teachers’ interest and self-efficacy in implementing STEM education in the science curriculum

This study examines the role of Namibian secondary school science, technology, engineering and mathematics (STEM) teachers’ interest in STEM education and self-efficacy in implementing STEM education in science education curricula. Furthermore, it aimed to distinguish male and female Namibian teachers’ interests and self-efficacy regarding STEM education and investigate how different teaching subjects affect them. To achieve this goal, a survey was completed with (n=200) secondary school teachers, both males and females. Data were analyzed quantitatively using exploratory factor analysis and analyzed covariance. The results show that most teachers were highly interested and confident in implementing STEM subjects into science curricula. While Namibian teachers indicated a high level of interest, they also revealed a high lack of interest in STEM, implying that at least some teachers felt bored and meaningless in implementing STEM education. However, gender plays a significant role in teachers’ negative self-efficacy, with male teachers being less confident than female teachers in implementing STEM education. Moreover, teachers in the present study have high positive and negative self-efficacy levels regarding implementing STEM education. Therefore, these findings highlight the need for a paradigm shift, especially in the Namibian science curricula, to promote STEM subjects and to improve science education. Potential implications from this research also suggest that teachers’ participants benefit significantly from learning within a community by engaging in solutions to real-world problems.

Assessing Teacher Competencies in Public Schools of Pakistan: A Pathway for Improving the Effectiveness of Professional Development Programs for Teachers

Professional development (PD) programs are considered as essential for improving the teacher quality and performance in schools. Despite introducing several PD programs, the teachers’ quality in the public schools is a matter of concern for Pakistan. It has become a challenge for policymakers and school leaders to design PD programs which can be effective for all teachers. PD programs in Pakistan normally undertakes a standard approach without considering the strengths and weaknesses of different groups of teachers which may not address the specific needs of these groups. There is a need of structuring PD programs to make these learning opportunities more effective for teachers. Therefore, the current study evaluates the teacher competencies of different groups of teachers in Pakistan’s public schools. For that purpose, the study first identifies three key themes of teacher competencies required in 21st century from extant review of recent literature. Interview guide then is designed based on these key teacher competencies to solicit information from seven principals of public schools. The public schools were selected using the criteria of size of school and principal working experience in that school. Structured interviews been used as a medium for collecting data from the principals. All interviews were recorded and transcribed verbatim. The deductive content analysis approach was used in analyzing the data. The analytical tool used for the coding of themes was the MAXQDA software. The results highlighted certain differences in teacher competencies varying from gender to age. Female teachers and teachers who are younger in general are found to have more competencies compared to male teachers and senior teachers. The results of this study offer vital information for planning and tailoring TPD programs for teachers. These specially designed learning opportunities can be more effective for the professional development of teachers and can foster teachers’ competence.

English teachers’ practices and beliefs towards instructional media in Indonesia

Teachers’ practices and beliefs about instructional media are crucial in teaching English, as they can motivate students’ enthusiasm if teachers use them engagingly. Despite their importance, teachers’ practices and beliefs regarding instructional media in Islamic secondary schools in Indonesia have received less attention. The purpose of this qualitative study was to discover how teachers used instructional media and their beliefs towards employing it to teach English. We gathered information from two female English teachers at selected Islamic junior high schools in Aceh, Indonesia through observations and interviews. The results revealed that teachers utilized photos, whiteboards, overhead projectors, and flashcards to teach English. In their English foreign language classrooms, they used instructional media to facilitate students’ learning by explaining the materials, and giving exercises. Teachers believed that instructional media could help boost students’ interest, facilitate the learning process, and promote the achievement of teaching and learning objectives. They specified that curriculum and topic lessons are essential factors to consider when selecting instructional media for teaching English. They alleged that students’ feedback, participation in seminars or workshops, self-discovery, and new curricula could all have an impact on their beliefs. Future research should look into potentially more comprehensive accounts of teachers’ practices and beliefs about instructional media in varied secondary school contexts as well as how engaged students in more interactive classroom activities.

Hindrances Of Geography Teachers Ict Competence In Public Secondary Schools In Zaria Metropolis, Kaduna State Nigeria

The study investigated the Hindrances of Geography teachers ICT Competence in Public Secondary Schools Zaria Metropolis, Kaduna State. The researcher deployed descriptive survey research using 40 Geography Teachers as study Sample and two questionnaires as research instruments. First Questionnaire: level of ICT competence among Geography Teachers (LOGTIC) with face validity index 72.2 Content validity index 0.74 and reliability coefficient 0.81. Second Questionnaire: Hindrances of Geography Teachers ICT Competence Questionnaire (HGTICQ) face validity index 83.6 content validity index 0.77 and reliability coefficient 0.71. Data collected analyzed using frequency and percentage. The study found out that: the percentage of male geography ICT competence teacher are more than the female and the factors that hider geography teachers both affects the male and female geography teachers ICT competence for teaching geography in public senior secondary schools. The researcher recommended among others: Government should create awareness of the danger of lack ICT knowledge and skills in schools to the entire public. Training and retraining of teachers to be good and update their ICT knowledge and skills, and Government should take the lead in eradicating all forms of factors hindering teachers ICT competence in public secondary schools, by among others providing good electricity power supply, basic infrastructures and good maintenance and management techniques.

Evaluation of the implementation of transition programs for students with intellectual disability in high schools in Saudi Arabia

The purpose of this study is to evaluate the implementation of transition programs for students with intellectual disability served in special high school institutes and self-contained classroom programs in general education high schools, and their challenges. We specifically explore special education teachers’ support for implementing the transition programs for students with intellectual disability in these two settings. Further, this study investigated the differences in teachers’ support for implementing the transition programs based on factors including teachers’ gender, educational level, years of experience, and previous attendance of a course or training program on transition programs. A questionnaire was used to collect data from 249 male and female special education teachers in the cities of Riyadh, Makkah, Al-Ahsa, and Dammam. The results showed that while transition programs are implemented with students with intellectual disability in special high school institutes and self-contained classroom programs in general education high schools there are significant obstacles to their implementation. However, there were no differences in special education teachers’ support for implementing the transition programs based on their demographic characteristics. Implications for supporting and implementing transition programs, developing strategies, enacting laws and regulations, establishing partnerships, and cooperating with community institutions to ensure a successful transition are discussed.

Socializing Influences in the Careers of South Korean Female Physical Educators

Purpose: Grounded in the occupational socialization theory, this study explored how gender interacted with and influenced socialization experiences in the careers of South Korean female physical educators. Specific attention was directed toward the gendered experiences that female teachers experienced and the coping strategies to navigate them. Methods: The study adopted a qualitative case study design, and the participants were 15 female secondary school physical educators. Data were collected through life story timelines, critical incident writings, and individual interviews. Results: Four themes emerged: (a) unwelcomed and invisible; (b) experiencing a physicality-driven hierarchy; (c) dual marginalization as female physical educators; and (d) retreating, masking, redefining, or leaving to cope with challenges. Discussion/Conclusions: The findings indicated that female physical educators experienced being dual-marginalized due to the interplay between gender and subject matter. In response to the challenges, some conformed to their gender role to be safe; however, other teachers employed various strategies to overcome the status quo.

AN EVALUATION OF TEACHERS' VIEWS ON OPEN EDUCATIONAL RESOURCES

The objective of this study is to determine the ways in-service teachers in Türkiye make use of open educational resources and their opinions on using them. For this purpose, the explanatory sequential design has been employed. 588 teachers have participated in the quantitative part of the study; and ten have participated in the qualitative part on a voluntary basis. Data collection instruments have been (a) a personal information form developed by the researchers comprised of 16 questions and (b) a semi-structured interview form with 3 questions. The personal information form has been administered online to participants via social media. Whereas the interviews have been conducted using Zoom teleconferencing software. According to the findings, more than half of the teachers are knowledgeable on the matter of open educational resources and information resources consist of social media. It has been determined that female teachers make greater use of open educational resources than males. It has been established that the most significant affordance of open educational resources is the way it saves time and space for teachers, whereas lack of time and knowledge are the primary obstacles against using open educational resources. Additionally, the opinions of teachers show a demand from their employing organizations towards activities for raising awareness towards the matter of open educational resources and it has been shown that they wish to be encouraged on this matter. It has also been expressed that they expect quantitative and qualitative improvement of the resources provided by the Ministry of National Education, as well as support and cooperation on the use of open educational resources.

The role of kindergarten in promoting the concepts and values of sustainable development from the point of view of female teachers in the State of Kuwait

The role of kindergarten in promoting the concepts and values of sustainable development from the point of view of female teachers in the State of Kuwait

Gender Differences in Teacher’s Pedagogical Practices and Attitudes towards Students’ Learning

Education is crucial for building a strong and developed nation. Formal education begins with primary education which includes a variety of subjects such as Mathematics, languages, Science, Social studies, etc. Teachers’ Pedagogical Practices and Attitudes are vital for the teaching of a variety of subjects at the primary level. The study was opted to explore the Gender Differences in Teacher’s Pedagogical Practices and Attitudes towards Students' Learning. It is a case study of primary schools of district Sargodha having only one teacher. The research utilized a survey methodology in conjunction with a descriptive strategy to collect data. The 74 single elementary teachers in District Sargodha, both male and female, made up the population and sample. Data collection was conducted through personal visits using two questionnaires (1st for Pedagogical Practices and 2nd for Attitude towards student learning) that included a demographic variable (Gender) too. These questions were verified by specialists and pilot-tested, resulting in a Cronbach Alpha score of 0.92. The data analysis was conducted utilizing statistical measures such as frequencies, percentages, mean scores, and independent sample t-tests. There was no significant difference between the views of single primary school male and female teachers about pedagogical practices and their factors (lesson plan, teaching methods, teacher behavior, instructional materials/technology assessment, community involvement) but a significant difference existed in classroom management (p-value=0.03<0.05) between male and female where male teacher better regarding classroom management. There was also no significant difference between male and female single primary school teachers’ attitude towards students learning. It is recommended that single primary school teachers (Male/Female) be facilitated through training in classroom management.

Female Pre-Service Elementary Teachers’ Conceptualizations of Engineers and Engineering: A Critical Consciousness Perspective

ABSTRACT The purpose of this study was to address issues of potential gender bias in pre-service elementary teachers’ conceptions of engineers and engineering using Freire’s (2018) Critical Consciousness perspective. By identifying the biasness as causal and structural attributions, the study also aimed to construct a critical pedagogy framework for future pre-service elementary teachers to reflect on and to radically reimagine and transform potential gender bias in their conceptions of engineers and engineering. Drawings of engineers and narratives of drawings from 115 pre-service elementary teachers served as data. The analysis comprised a two-step process: (1) identification of patterns through an inductive analysis of the data; and (2) analysis of patterns from the Critical Consciousness perspective to generate themes. Themes included: (1) depictions of male engineers being afforded privileges of having innate abilities to perform engineering from the standpoint of strong disciplinary backgrounds in mathematics and science while depictions of female engineers being afforded privileges of having innate abilities to perform engineering from the standpoint of computing, designing, and coding. (2) depictions of male engineers’ “work” of engineering being related to tangible outcomes like physical products, and (3) depictions of male engineers as authority figures and having the ability to lead the work of engineering. The critical pedagogical framework constructed is a step toward developing a tool for critically reflecting, and radically imagining, reimagining, and thus transforming inequities inherent in future pre-service elementary teachers’ conceptualizations of engineers and engineering.

초등 여교사의 생활 속 걷기 경험과 의미

The purpose of this study was to explore the experience and meaning of walking in the daily lives of female elementary school teachers through self-study. In the study, my walking diarywas used as data, and it was analyzed by an inductive category analysis method. Walking in daily life strengthens positive emotions, solves various problems, serves as a communication channel with the students, and provides power for educational growth through the reflection on one’s own classes and life. In this study, a female elementary school teacher extracted theeducational meaning from her experience of walking in her personal life and the life of a teacher. Walking in daily life was helpful for the teacher’s reflecting on teaching and life, maintainingpositive relationships with the students, and resolving various conflict issues that appear during the teaching process.

Evaluating the Quality of Teaching Performance among Jordanian Teachers in Light of Certain Demographic Variables

The quality of teachers' teaching performance depends on several factors, and development of their performance should be made according to a sound scientific methodology, so the study aims to assess the teachers' teaching performance quality in Ma'an, Southern Jordan, and identify the extent to which their performance is affected by some variables (Gender, Professional Experience, Teaching Stages, and Training). In order to achieve the study objectives, the descriptive survey method was used, and a measure of teaching performance quality was determined, consisting of three fields (Planning, Implementation, and Assessment) and including (40) items. The scale was used by educational supervisors to assess the quality of teachers' performance in Ma'an, and (347) male and female teachers were assessed. The results showed that teachers’ performance was average in general, but their performance of the first three grades was the weakest, while it was also shown that the female teachers’ performance was superior to that of male teachers. The performance of specialized teachers in the scientific field was better than the performance of their counterparts in the humanitarian field. The study showed the positive impact of professional experience and training on the quality of teaching performance. The study also demonstrated the importance of the first five years in the teachers’ work, therefore, the necessity of focusing on training and qualification at this stage was recommended, as well as training pre-service teachers appropriately.