Female Teachers Research Articles

The Relationship Between Professional Identity and Job Satisfaction Among Teachers at Newly Established Undergraduate Institutions: The Mediating Role of Work Engagement

Amid the rapid development of higher education in China and the increasingly fierce competition among colleges, improving teachers’ job satisfaction has become a critical criterion for ensuring the sustainable development of newly established undergraduate institutions and meeting the growing demand for talent cultivation. In this study I explores the impact of professional identity and work engagement on job satisfaction among teachers of different genders and ages. Based on conservation of resources theory, I utilized multiple regression analysis to investigate 637 university teachers from five newly established undergraduate institutions in Hebei Province, China. The results indicate significant differences in professional identity, job satisfaction, and work engagement among teachers of different genders and ages, with female teachers scoring higher than male teachers, and older teachers scoring higher than younger teachers. Professional identity has a significantly positive effect on job satisfaction and work engagement. Additionally, work engagement plays a partial mediating role between professional identity and job satisfaction among teachers at newly established undergraduate institutions.

Multidimensional assessment and analysis of the mental health of teachers and police officers

Abstract Background The years-long COVID-19 pandemic, the proximity of the Russian-Ukrainian war, high inflation, and the economic recession are significant stressors for the Hungarian people. Numerous domestic and international surveys are prepared every year, in which the most stressful professions are ranked. In recent years, based on Hungarian, American and European surveys, teachers and police officers have always been included in the 10 most stressful jobs. They also rank the most valued jobs and highest paid jobs every year. In this relation, police and teaching jobs never made it into the top 10, despite the fact that both professions are very important on a social level. Methods 20 male and 20 female teachers and police officers completed a complex quality of life and psychological assessment using international tests with ethics approval. We measured pain syndromes, such as headache, neck and back pain, joint pain, assessed depression, anxiety, sleep quality, and gastrointestinal symptoms. Results For police officers and teachers, gender differences were not verified with regard to any parameter. None of the parameters differed significantly for male police officers and teachers. Many significant differences were confirmed between female police officers and female teachers, in all of them the results of the teachers were worse: depression (9,4±10,3 vs 2,9±4,3; p = 0.02) anxiety(43,3±12,2 vs 33±4,6; p = 0.01), sleep disorders(32,7±8,2 vs 24,3±7,8; p = 0.01), gastrointestinal complaints(24,7±9,4 vs 17,6±2,3; p = 0.01). Conclusions The sleep quality, depression and anxiety levels of female teachers are worse than those of female police officers who live at least as stressful a life. There is no difference between the mental and psychological state of male teachers and police officers. It is important to pay attention to the mental support of female teachers. Key messages • We consider the assessment of the mental state of police officers and teachers and the creation of primary prevention programs and a mental support network to be an important public health task. • In particular, the mental state of female teachers should be monitored and supported.

A Study on Attitude of Pupil Teachers Towards School Internship Program

The school internship program is central to the journey of a pupil teacher. Understanding pupil teacher's attitude towards such internship programs is essential for assessing the program's effectiveness and its impact on the development of future educators. This paper studies the attitudes of pupil teachers participating in a school internship program, seeking to shed light on their perceptions, experiences, and overall outlook. For this purpose, a quantitative research approach was employed. The study was conducted on the Pupil Teachers (batch 2021-23) of the Department of Education, Birla Campus, HNBGU, Uttrakhand. The researcher selected 89 participants with the help of random sampling and a self-made questionnaire was used to collect data. The findings of the study showed that there is a significant difference in the attitude of pupil teachers toward school internship programs based on their gender, academic stream, and education. The study indicates that female pupil teachers who belong to the arts group and have completed their UG program are more positively motivated or have the attitude that’s most positive toward the school internship program.

Overcoming Educational Barriers: Analyzing Root Causes and Solutions for Gender Disparity in Adivasi Education

This paper examines the current state of the gender gap in literacy rates and school education among Adivasi populations in India. Despite significant progress in overall literacy rates in recent decades, Adivasi communities, particularly Adivasi girls, continue to lag behind. We analyze the latest data from the Census of India, National Family Health Surveys, and other government reports to quantify the extent of the gender gap in literacy and school enrollment, attendance, and dropout rates among major Adivasi groups across different states. Root causes including poverty, lack of access to schools, cultural norms, early marriage, and lack of female teachers are explored. The paper also reviews recent government initiatives and welfare schemes aimed at promoting education of Adivasi girls and reducing gender disparity. Based on the analysis, targeted policy recommendations are made to accelerate progress in closing the gender gap and ensuring basic school education for all Adivasi girls in India.

Internal structure validation of a teacher autonomy scale through confirmatory factor analysis

Purpose: Teacher autonomy is defined as the freedom of teachers to organize the learning and teaching process at school. The teaching autonomy scale measures teacher autonomy (Pearson & Hall, 1993). This study was conducted to identify whether the measuring instrument of teacher autonomy meets the validity and reliability requirements of a measuring instrument. Method: The number of respondents in this study was obtained using a proportional sampling technique involving 170 respondents. The teacher autonomy measuring instrument produced from this study consists of 17 items that measure two dimensions; curriculum autonomy and general teaching autonomy. The quantitative data analysis techniques used were content-based validity tests through CVR and readability tests, validity evidence based on internal structure through CFA, and reliability tests based on homogeneity (internal consistency) through CR and AVE. Result: Shows CVR value with a minimum value of 0.78; loading factor ≥ 0.4, except for item 7 and item 8, as well as fit model fit with RMSEA = 0,077; RMR = 0,030; GFI = 0,847; CFI = 0,858; TLI = 0,797; NFI = 0,805; and p-value < 0.05. reliability test through CR value (0.944) > 0.7 and AVE (0.544) > 0.4. Conclusion: The adaptation of the teacher autonomy measurement tool for female junior high school teachers met good validity and reliability values.

Correlation between teacher competence and the self-efficacy of secondary school teachers

The purpose of this study was to compare the different levels of teacher competence and self-efficacy among secondary school teachers. A comparative survey method for descriptive research was used. A total of 147 secondary school teachers were selected through a random sampling method. Analysis of variance was used for data analysis. The key finding of this study is that among male and female teachers with high, moderate, and low competency levels, there are no significant differences in self-efficacy. Government teachers show no significant differences in self-efficacy with respect to their competence levels, but private teachers show an apparent pattern. Private teachers differ only in terms of high and low levels of self-efficacy; neither high nor medium self-efficacy levels differ from one another.

Beyond the walls of the classroom: the psychodynamics of professional commitment and job involvement among female primary school teachers.

This research used structural equation modeling (SEM) to explore the relationship between professional commitment, self-efficacy, psychological resilience, perceived organizational support and job involvement of female teachers in Chinese primary schools. The purpose of the study was to understand how these psychological and organizational factors work together on teachers' job involvement. Based on the questionnaire survey of 596 female teachers in primary schools, the data were collected and analyzed by AMOS software. The results show that professional commitment plays a central role in teachers' job involvement, and self-efficacy and psychological resilience, as important psychological resources, significantly affect job involvement through the mediation of perceived organizational support. The model fitting indicators CFI, RMSEA and SRMR were in line with the acceptance criteria, which verified the adaptability of the hypothesis model. The findings not only reinforce the application of resource conservation theory in the field of education, but also provide school administrators with strategies to improve teachers' job involvement, especially by enhancing the importance of organizational support and resilience. In addition, the results have practical implications for the design of targeted teacher professional development programs.

Teachers and Students’ Awareness of Re-Entry of Mother-Students Policy in Public Secondary Schools in Dodoma City, Tanzania

This study investigates the awareness levels among teachers and students regarding the re-entry policy for mother-students in public secondary schools in Dodoma City, Tanzania. The study employed a descriptive research design. A purposive sampling method was employed to select 10 of these 35 schools, ensuring a diverse representation from different areas within the city. The selected schools' population included 11,329 students and 512 teachers, from whom a sample of 489 students and 104 teachers was drawn. Data was collected using a self-administered questionnaire and analyzed through descriptive statistics and the Chi-square test. Based on the findings, the study concludes that gender and students’ education level determine the awareness of re-entry policies. Those students in higher classes had greater exposure to the policies than those in lower classes. Therefore, educational mobility expands individuals' access to policy discussion, calling for specific interventions among females and lower classes. The study suggests that professional development programs must increase teachers’ understanding of the re-entry policies, especially for female teachers. The school curriculums should introduce an extensive advocacy program for lower-level classes and girls. A fair outreach must be undertaken so that students, regardless of their socio-economic background, can know about reentry policies.

Төвийг хүмүүжүүлэх охидын сургуулийн дүрэм, сургалтын бодит байдлын тухай шинжилгээ

Yuzheng Girls' school is the first girls' school established in the history of Mongolian education. In this article, by comparing the rules of the Yuzheng Girls' school and the Japanese Aristocratic Girls' school, and analyzing the documents, previous studies and articles such as the Yuzheng Girls' school course timetable and exam results, the reality of the Yuzheng Girls' school education is concluded. When the school was established, a Japanese teacher named Misako Kawahara was invited to work, and the rules of the girls' school were drawn up based on the rules of the Japanese Aristocratic Girls' school. As for the content of the training, it contains the principle of education: bottom-up, shallow-deep, and step-by-step. Girls' schools also have rich extracurricular activities. Although the first goal of Gunsennorv's education was not to completely introduce Japanese-style education, but to restore Mongolian ethnic education, behind the educational activities of Japanese female teachers was the tendency of educational aggression and expansion.

Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India

Recent years have seen a significant increase in professional development opportunities to support teachers in enhancing their digital skills in India. However, to date, there is little evidence that teachers are confidently harnessing digital technologies within their classrooms. We suggest that this may be explained by insufficient attention on how teachers’ participation in TPACK-focused teacher professional development (TPD) programmes is mediated by their values, prior experiences and positioning within society. To explore this, we examined government upper primary and secondary school teachers’ experiences of participating in a course entitled ‘Constructivist teaching and learning with technology within the TPACK framework’ (CTLT), which was offered to over 500 teachers in 23 districts in the Indian state of Assam. Based on the survey responses of 209 (pre-course) and 109 (post-course) teachers, the findings of the study indicated that, contrary to expectations and much current scholarship, the female teachers significantly outperformed the male teachers in terms of course completion. However, the teachers who undertook the survey in English performed better than those who did so in Assamese. This paper explores possible reasons for these outcomes while recommending the need to take teacher characteristics into account when designing and implementing inclusive large-scale TPD programmes for TPACK.

Examining Bhutanese Science Teachers’ Epistemic Views of Scientific Inquiry

AbstractScientific inquiry is regarded as the bedrock of science education in Bhutan. Bhutanese science teachers, for example, are increasingly required to possess accurate and deep epistemic views of scientific inquiry. Hence, this cross-sectional study was carried out to examine Bhutanese science teachers’ epistemic views of scientific inquiry. The study recruited 301 science teachers using convenience and snowball sampling procedures. Data was collected using Views About Scientific Inquiry (VASI) questionnaire administered through an online survey mode and analysed using descriptive statistics and inferential statistical methods. Findings from this study revealed Bhutanese science teachers as being ignorant of epistemic aspects related to questions and hypotheses, procedures of investigations, results, and procedures of investigations, scientific data and scientific evidence, and scientific explanations and scientific theories. The independent sample t-test revealed no significant difference between Bhutanese male and female science teachers’ epistemic views of scientific inquiry (p > .05). The one-way ANOVA revealed significant differences amongst Bhutanese science teachers’ epistemic views of scientific inquiry based on academic qualification (p < .05). The Tukey HSD post hoc test, however, showed the differences existing only between science teachers with master’s degree and certificate qualification in favour of the former (p < .05). The three-way ANOVA revealed Bhutanese science teachers’ epistemic views of scientific inquiry as being independent of individual and interaction effects of school type, teaching subject, and teaching experience (p > .05).

Assessing teachers' beliefs and practices regarding vocational rehabilitation services for individuals with intellectual disabilities.

This study investigates UAE teachers' beliefs and practices regarding vocational rehabilitation (VR) services for individuals with intellectual disabilities. The study used a descriptive survey methodology with a 30-item Likert scale questionnaire. The sample size consisted of 121 VR teachers in the Emirate of Abu Dhabi. The data was analyzed using Fisher's exact test and the Chi-square test. Male teachers (P<0.0063) and diploma in special education holders (P<0.0272) were significantly good at career counseling, while female teachers and bachelor's in education degree holders were good at vocational training (P<0.0039 and P<0.0001, respectively) and placement (P<0.0006 and P<0.001). Educators with 1-5 and 6-10 years of experience had more positive beliefs and practices than their more experienced counterparts in terms of VR services. VR instructors have an important role in improving the results and opportunities for people with intellectual disabilities, and their empowerment and professional development should be endorsed.

How female principals in Ethiopia fight for gender justice: a qualitative study of their challenges and strategies

IntroductionRecently, women have been taking leadership positions in the hope of reducing gender inequality. However, it is unclear whether these female leaders have made a significant contribution to closing the gender gap. Guided by social role theory, this research explored the roles of female principals in reducing gender inequality in primary schools.MethodsThe study used a multisite case study design. Data were collected from 39 respondents: female directors, male and female students, and male and female teachers. Focus group discussions and interviews were the tools for gathering relevant data. The study utilized a six-staged thematic analysis approach with the help of NVivo 11 versions of qualitative analysis software.ResultsThe study revealed that, besides being role models and counselors to female students, the role of female directors in minimizing gender inequality was insufficient due to the deeply entrenched traditional discrimination against women.DiscussionGender inequality in education stems from social roles, and female principals are assumed to help avoid or minimize gender disparity in a male-dominated world. However, achieving gender equality requires the collective efforts of parents, principals, society, and the government. Future quantitative or mixed-method research is important to determine the extent to which female principals have contributed to reducing gender inequality.

Data Set on Forecasting Gender Trends for Primary School Teachers in Somalia from Academic Years 2015/2016 - 2025/2026

This analysis examines forecasting gender trends for primary school teachers in Somalia from the academic years 2015/2016 to 2025/2026. For male teachers, the data reveals an increase from 5,587 in 2015/2016 to 10,812 in 2021/2022, with predictions suggesting further growth to approximately 14,673 by 2025/2026, despite some short-term fluctuations. In contrast, female teachers rose from 498 to 1,838 during the same period, followed by a slight decline to 1,774 in 2022/2023. Forecasts indicate a temporary decrease to about 1,567 in 2023/2024 but anticipate a significant rebound to nearly 2,924 by 2025/2026. The findings highlight a trend of increasing male representation and fluctuating female participation among primary school teachers in Somalia, underscoring the need for targeted policies to address these gender dynamics.

Reflective teaching in Ethiopian secondary schools: examining teachers’ characteristics and engagement

ABSTRACT This quantitative study surveyed 361 secondary school teachers in South and Central Ethiopia to examine their engagement in reflective teaching and its relationship with gender, qualification, and teaching experience. The study used descriptive survey design and structured questionnaire to collect data. Results indicated that teachers had minimal overall engagement in reflective teaching. Results also showed insignificant difference between male and female teachers’ engagement in reflective teaching. However, there were significant differences in teachers’ engagement in terms of their qualification and teaching experience. In this regard, teachers with Bachelor of Education had the highest level of engagement, followed by Master’s and Applied degree holders. In addition, mid-career teachers had the highest level of engagement, exceeding the level both novice and veteran teachers had. The findings suggest the need to revisit existing pre-service teacher education programme, identify teachers’ engagement patterns, identify their specific needs, design and run tailored in-service professional development programmes, and establish support system to promote reflective teaching in Ethiopian secondary schools. Most importantly, the findings suggest the need for teachers to actually engage in reflective teaching in their professional contexts.

The meaning of life and its relationship to existential anxiety among middle school teachers

The current research aims to identify the meaning of life and its relationship to existential anxiety among middle school teachers. To achieve the research objectives, the researcher adopted the Wong scale to measure the meaning of life, and to build the existential anxiety scale. The researcher applied the two scales to a sample of 308 male and female teachers. The data were then analyzed using the computer program for the Statistical Package for Social Sciences (SPSS). The results were: high level of meaning of life among the research sample, moderate level of existential anxiety among the research sample, no statistically significant differences according to the gender variable (males, females) in each of: meaning of life, existential anxiety, no statistically significant differences according to the variable of academic specialization (scientific specializations and humanities specializations) in each of: meaning of life, existential anxiety, there is a statistically significant inverse relationship between the meaning of life and existential anxiety among middle school teachers. The research concluded by discussing the results and presenting some recommendations and suggestions.

Gender Disparities in Book Circulation at a Chinese University Library (2012–2022)

The study explores the significance of gender differences in higher education, using book circulation data from Nanjing Normal University libraries between 2012 and 2022. It aims to analyze gender disparities and calculate the mathematical characteristics of gender prediction probability using the ANN model. The time-series ARIMA model also forecasts the average number of books that male and female teachers and teacher candidates are expected to borrow and renew in the next three years. The findings indicate that men tend to be more focused and persistent readers despite women having a more extensive network of book borrowing ties. Male graduate students and faculty members demonstrate significantly greater individual variability in book renewals than their female counterparts. Additionally, the maximum value of book renewals for male graduate students and male faculty members is notably higher than that of female graduate students and female faculty members. Book renewal frequency is a crucial factor in ANN gender prediction. On average, male readers incur higher overdue fines than female readers, and the overdue fines for both genders during the COVID-19 pandemic were considerably higher than usual. The actual monthly average renewal rates in 2022 exhibited significant fluctuations across genders and academic statuses, highlighting the limitations of the ARIMA model and other factors influencing renewal rates.

Female Leaders in Lebanese Private Schools: Perceptions, Barriers and Leadership Characteristics

Globally females are underrepresented in leadership positions. In academic settings, despite the majority of teachers being females, there is no equal representation between the two genders when it comes to leadership. The trend remains that females teach and males manage. This is discriminatory and unfair, especially when female leaders have an advantage over male leaders in school settings. If females are more effective in academic leadership positions, why aren’t they provided with equal leadership opportunities? This paper uncovers the perceptions surrounding female leaders and their ability to lead, the barriers that forbid females from advancing to leadership positions, and the predominant leadership characteristics viewed in each gender. By surveying female and male teachers from Lebanese private schools in the district of Mount Lebanon, this paper indicates that female leaders are surrounded with positive perceptions, but are, however, prevented from advancing to leadership positions by several challenges. The two most prominent barriers to female leadership are found to be related to organizational discrimination, and societal pressures. Moreover, the predominant leadership characteristics visible in each gender are confirmed by this study. Similar to studies about the situation of female leaders in other Arab countries, this research reveals a growing acceptance for female leaders in Lebanese private schools, despite the presence of challenging barriers. By uncovering the current situation of Lebanese female leaders in private schools, this study helps pave the path for much needed solutions in terms of gender equality and equity.

Program Implementation of the Alternative Learning System

Educational stakeholders can enhance the effectiveness and impact of the Alternative Learning System (ALS) programs in providing educational opportunities for marginalized and underserved populations. It is on this premise that this study aimed to evaluate the extent of the ALS program’s implementation in a large school division within Central Philippines for the 2021-2022 academic year. Data needed for this descriptive study was taken from 51 ALS teacher-respondents using a self-made survey questionnaire that passed the rigorous test of validity and reliability. The study’s focus on program implementation revealed that the Assessment of Learning component exhibited a very high extent of implementation, as evidenced by mean scores surpassing 4.5 across all assessed aspects. Similarly, Learning Resources demonstrated a high level of implementation, with the majority of mean scores exceeding 3.5. However, implementing the Learning Environment aspect was deemed moderate, signifying potential areas for enhancement. Regardless of age, both younger and older educators experienced robust implementation in the Assessment of Learning and Learning Resources aspects. Similarly, male and female teachers encountered high implementation levels in these dimensions. While family income did not significantly impact the Assessment of Learning and Learning Resources domains, it did influence the Learning Environment aspect. Specifically, higher-income individuals benefited from a more extensive implementation of the Learning Environment. The study’s outcomes have important implications for designing future capability-building plans and enhancing the educational experience within the ALS program. Keywords: Alternative Learning System, ALS Program Implementation, ALS Teachers, ALS Community Learning Center, ALS Learning Resources, ALS Assessments Negros Occidental

A Comparative Study of Women Empowerment among Rural and Urban Female Secondary School Teachers in Punjab State

Teacher empowerment means a teacher who has the power of taking decisions, opportunities to get knowledge and professional growth, and also have the recognition and autonomous power. The present research designed to study and compare the women empowerment of female secondary school teachers. The descriptive survey research method was used for the present study. A representative sample of 500 (250 rural and 250 urban) female secondary school teachers selected randomly from twenty (10 rural and 10 urban) randomly selected school from five randomly selected districts of Punjab. A self-constructed tool in the form of scale using Likert method of scale construction for measuring empowerment of female secondary school teacher. Mean, S.D. and t- test were used to draw the conclusions. Finding of the study shows that no significant difference was found between rural and urban female secondary school teachers on women empowerment.