Male Teachers Research Articles

Modeling the Relationship between Some Leadership Styles on the Cohesion of the Educational Group using PLS modeling – a Field Study on a Sample of Primary Education Teachers in the City of Messaad

Purpose: This study aims to clarify the relationship between the three leadership styles (democratic, authoritarian, and Delegative) of primary school principals and their relationship to educational group cohesion from the point of view of primary education teachers. Design/Method/Approach: The study is an experimental study that reveals the administrative leadership styles of the school principal and their relationship to the cohesion of his group, using the descriptive, relational approach. We also used the questionnaire tool to collect data for 376 male and female teachers in primary education. Findings: Through analyzing the model, we found that there is a direct relationship between the democratic style of primary education principals in the city of Messaad and the cohesion of the educational group from the teachers’ point of view. While the delegative(Laissez-Faire)leadership style and the authoritarian style do not affect the cohesion of the educational group from the point of view of teachers. Theoretical Implications: This paper presents two significant studies on leadership styles, group dynamics, and cohesion, providing a basis for comparison with the findings of the current study. Additionally, it includes comprehensive definitions of the study's key terms. Originality/Value: This study is one of the first studies that was applied in the researchers’ environment, as this study helps school principals and supervisors adopt the appropriate method in managing their institutions in accordance with the needs and requirements of subordinate teachers in order to work efficiently and provide the best performance. Research Limitations/Future Research: This study provides prospects for future research on appropriate leadership styles as well as factors that help maintain group cohesion. Paper Type: Empirical JEL Classification: C93, D23, C92, M12

Parents’ views on gay male teachers in early childhood education

ABSTRACT The stigma surrounding men’s sexuality in Early Childhood Education (ECE) is complex and part of a sexuality hierarchy within which homophobic, emasculating and disparaging undertones are often used to label male teachers in ECE as gay. In this paper the authors demonstrate the complex and gendered ways in which this stigma unfolds in a South African context and offer a decolonising gender perspective to highlight how the country’s socio-political context impacts on how parents respond to gay men in ECE. The parents in this study expressed tolerance and acceptance of gay men’s involvement in ECE. Notwithstanding, these diverse views, many parents’ tolerance and acceptance of gay men in ECE was found to be powerfully structured along a discriminatory heterosexist culture. Despite this, some parent’s acceptance of gay male teachers in ECE were underpinned by gender-progressive attitudes to focus on curtailing gender discrimination and promoting gender diversity and inclusivity at school.

The Persuasive Skills of Chinese Teachers Toward Better Understanding and Connection with Students

The data analysis indicated that the bulk of the respondents fall within the age range of 31 to 40 years. Regarding their assigned sex, the majority of them are male teachers. Based on their years of experience, the data indicates that most of the participants possess teaching experience ranging from 1 to 5 years. Using the independent sample t-test, it produced p-values that are lower than the 0.05 level of significance for taking a stand (t = 2.48; p = 0.013) and overall persuasive skills (t = 1.97; p = 0.049). Hence, the researcher will reject the null hypothesis and conclude that there is a significant difference among the variables. Specifically, male teachers (M = 1.62) have a higher assessment of taking a stand and overall persuasive skills than female teachers (M = 1.60) by 19 to 24%. However, regardless of their assigned sex, the assessment of persuasive skills in terms of audience-centric (p = 0.777), positive conversation (p = 0.354), encouraging commitment (p = 0.350), and powerful point of view (p = 0.782) is the same. The Tukey post-hoc test revealed that the differences found between those teachers who have teaching experience of 1-5 and 11-15 years, 1-5 and 16-20 years, 1-5 and 6-10, 1-5 and 21 years and up, as well as between 6-10 and 21 years and up. Comparing the groups, teachers who have teaching experience between 1 to 5 and 6-10 years have higher assessment of persuasive skills in terms of audience-centric, encouraging commitment, positive conversations, taking a stand, and overall.

The Role of School Administration in Increasing the Awareness of Using Social Media Safely in Learning from the Teachers’ Point of View

This study investigated the role of school administrations in Saudi Arabia in raising awareness of students using social media from the perspectives of teachers at the secondary level. The study followed the descriptive survey, for which a questionnaire of 41 paragraphs was developed and administered to 500 teachers. The findings revealed the degree of responses of male and female secondary school teachers regarding the role of school administrations in Saudi Arabia in confronting the dangers of social media, which had a medium level. The findings demonstrated that the academic qualification variable for this dimension was associated with statistically significant differences, with the disparities favoring holders of bachelor's degrees. Finally, the results showed differences between the participants' opinions on the role of school administrations in Saudi Arabian schools in confronting the risks of social media because of years of experience variable.

The Relationship between the Actual Implementation of the "English for Iraq" Curriculum and Teachers' Intentions, and Perceptions in Iraqi EFL Preparatory Schools

This study investigates the intentions, perceptions, and actual implementation of an innovative English curriculum among preparatory school EFL teachers in Iraq. The research recognizes the growing importance of English globally and Iraq's efforts to enhance English language education and implement an appropriate innovative curriculum. However, the implementation of a new curriculum poses significant challenges related to teachers' knowledge, intention, and academic culture. The study focuses on understanding the relationship between curriculum intentions, teachers' perceptions, and the actual implementation of the curriculum. The study also explores how teachers' intention, culture, and other factors influence the implementation of the curriculum. Data were collected through a combination of vignettes, semi-structured interviews, classroom observations, and follow-up interviews with a random sample of 10 male teachers from 10 preparatory schools in Babylon Governorate during the 2023-2024 school years. The results indicated that teachers are enthusiastic about the new curriculum, but its effective implementation faces many challenges. Teachers recognize the potential of the curriculum, but suffer from insufficient materials and overcrowded classrooms that hinder optimal teaching and learning. The study emphasizes that in order to successfully implement the curriculum, through continuous professional development and strong support systems, there must be ongoing professional development and strong support systems, ongoing training programs can help teachers adapt to the new curriculum, and the provision of resources, teaching aids, and manageable class size can create a more conducive learning environment, leading to better learning outcomes.

Positive inclusive experiences of a same-sex desiring male Foundation Phase teacher

Background: Much work has been done to realise the discourse of diversity and gender equality in the perceived feminised Foundation Phase (FP) of teaching and learning. Part of the work was done through the inclusion of males in FP teaching to provide learners and teachers alike with diverse learning experiences. In South Africa, most research focuses on why FP teaching remains a feminised space, the marginalisation of few male FP teachers. However, less is known about male FP teachers’ positive inclusive experiences.Objectives: To contribute to the discussion by presenting Camagu’s case study, a same-sex desiring male FP teacher, and his positive inclusive experiences in a conservative context in the Eastern Cape province, South Africa.Methods: A qualitative single case study methodology employing photovoice to elicit Camagu’s positive inclusive experiences in FP teaching.Results: Findings revealed positive inclusive practices implemented by the school, discussed under two themes: Finding a sense of belonging through school structures and ‘It’s nice to have someone as different as you in the school …’ - Learners’ perspective.Conclusion: The study suggests a need for increased support for school leadership and teachers to promote inclusive policies and practices affirming diverse identities of all learners and teachers.Contribution: Camagu’s experiences offer new research dimension by sharing best practices for fostering inclusive school environments. The study challenges deeply rooted gender norms in South African education, particularly in FP teaching. It advocates for inclusion and acceptance of male teachers, regardless of their diverse gender and sexual orientations, promoting gender diversity.

Reward satisfaction and leadership satisfaction among Tamil primary school teachers in Melaka, Malaysia

Analyzing the relationship between leadership satisfaction and reward satisfaction in primary schools can offer valuable insights for enhancing management and performance. This study aims to determine if there are significant differences in reward satisfaction and leadership satisfaction among Tamil primary school teachers in Melaka, based on their gender and teaching experience. The study adopted a descriptive research design. Stratified random sampling was employed in choosing 60 Tamil Primary School teachers in Melaka as a sample. This study used Leadership Satisfaction and Rewards Satisfaction Questionnaire (LRSQ) as instruments to collect the data. A pilot test was conducted among 30 randomly selected teachers to obtain the reliability of the instrument. The findings of the pilot test showed that the instrument is highly reliable and can be used for data collection. The key findings of the study revealed, that the reward as well as the leadership satisfaction of the male teachers were significantly higher than those of their female counterparts. On the other hand, there is no significant difference between senior teachers and junior teachers in the area of reward satisfaction. Similarly, the findings also indicated that the leadership satisfaction of the senior teachers is significantly higher than those of the junior teachers. This study has crucial pedagogical and practical implications because leadership and reward satisfaction can effect teachers’ performance in schools.

Perceived attitude of preservice teachers towards the integration of technology in teaching and learning college geometry: cases of two selected colleges of education in Ghana

Despite growing recognition of the value of using technology in mathematics instruction and learning, preservice teachers consistently performed abysmally in college geometry. This study therefore examined the attitude of preservice teachers towards the integration of technology in the teaching and learning of College Geometry. Quantitative descriptive survey was employed as the design for the study. The study drew on Unified Theory of Acceptance and Use of Technology (UTAUT) as the main theoretical framework. A sample of 185 preservice teacher participants offering college geometry from two Colleges of Education in the Central Region of Ghana were selected using multi-stage sampling technique. Data collected was analysed using mean, standard deviation, independent samples t-test and One-way ANOVA. The study found out that preservice teachers have high positive attitude towards the use of technology in the teaching and learning of college geometry. There was no significant difference between the attitude of male and female preservice teachers towards the use of technology in the teaching and learning of geometric concepts. It was therefore recommended that technology should be used to teach college geometry in Colleges of Education.

On the Relationship between Iraqi EFL Teachers' Organizational Commitment and Their Leadership Style: A Case Study of Missan Province

This study looked into the connection between the leadership styles of Iraqi EFL teachers and their organisational commitment (OC). The Characteristics of Successful Teachers' Questionnaire and the Organisational Commitment Scale (OCS), which has three sub-scales: Affiliation and Pride, Identification, and Satisfactory Exchange, were given to the EFL teachers in order to get the necessary data. The "Spearman Correlation Coefficient" was utilised in this study's correlation approach to explain teacher dedication and leadership style. In the Missan province of Iraq, 147 male and female teachers were given the "Class Leadership Style" and "Organisational Commitment Scale" questionnaires for this reason. The findings showed a strong and positive correlation between teachers' organisational commitment and their leadership style.

Register of male and female Arabic language teachers on YouTube channels: A gender analysis in sociolinguistics

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.

Science Teachers Preparedness for Artificial Intelligence in Practical Instruction Control and Delivery to Oyo State Public Secondary Schools

The dispatch of practical instructions to schools and supervisors prior to the actual conduct of the practical examination over the years has not received the same level of attention as that given to the movements of people and goods and, therefore, is prone to challenges. However, the process could be automated using artificial intelligence. Previous studies have investigated the effects of automation on the control and delivery of goods in the transport management sector, mostly in the Western world. Therefore, this study assessed science teachers’ challenges and readiness for artificial intelligence in practical instruction control and delivery systems. The study adopted ex-post facto design and used one hundred science teachers as participants. Science Teacher Readiness for Automated Practical Instruction Control and Delivery (r = 0.83) was used to collect data. The data collected were analysed descriptively. There are more male (73%) science teachers than female (27%). 84% of the respondent listed cost as one of the challenges, and 83% of the respondents indicated resistant to change and technical difficulties, ethical issue 67% and integration with existing system 65%) 64 The science teachers are moderately ready 64% while 24% are lowly ready and 12% are highly ready for the deployment of automated practical instruction control and delivery system. Artificial intelligence for science practical instruction delivery has greater benefits than the manual way of delivery; however, science teachers are ready for its deployment despite its challenges. Therefore, efforts should be geared towards overcoming the inherent challenges so that the benefits can be fully enjoyed.

The Relationship Between the Understanding of the Nature of Physics, Achievement Motivation toward Students’ Preferences of Physics among Teachers in Oman

This study aimed to elucidate the relationship between the understanding of the Nature of Physics (NOP) and Achievement Motivation (AM) in relation to students’ Preferences for Physics (SPP) among teachers in Oman. Additionally, the study aimed to investigate whether Am mediates the relationships between the independent variables. The sample of this study consisted of (523) male and female science teachers from all governorates of Oman. The study followed a quantitative method design and was analyzed using Structural Equation Modeling (SEM). The findings indicated significant positive relationships among NOP, Am, and SPP. The results demonstrated that NOP significantly influenced SPP among teachers. Furthermore, Am was found to mediate the relationships between NOP and SPP.

Trends in Malaysian Adolescents’ Mathematics Performance Across Two Decades: What Factors Matter?

The relationship between individual and school factors plays a crucial role in shaping adolescents' mathematics achievement. Individual factors, such as a student's motivation and educational expectation, directly influence their engagement and persistence in mathematical learning. Concurrently, school factors, including teacher quality and the availability of resources, create an environment that either fosters or hinders students' academic success in mathematics. Together, these factors underscore the need for a holistic approach to education that recognizes the interconnectedness of personal and institutional influences on student performance. Thus, this study investigates what individual and school factors have been associated with adolescents’ mathematics achievement over the last two decades. We examined six-wave data of Malaysia from the Trends in International Mathematics and Science Study (TIMSS). Multilevel modeling technique was employed for data composed of 5557, 5314, 4466, 5733, 9726, and 7065 eighth-grade students participating in 1999, 2003, 2007, 2011, 2015, and 2019, respectively. The results showed that 65.17%, 57.44%, 65.89%, 73.00%, 43.16%, and 61.69% of the total variance in mathematics achievement was due to school differences in these years. The findings also indicated that students with higher mathematics motivational beliefs scored higher. Students who more frequently spoke the language of the test at home achieved lower scores in the four waves of TIMSS; however, this trend changed in 2015 and 2019. Student educational aspiration emerged as a positive predictor of mathematics achievement in the last two assessments of TIMSS. Home educational resources and book ownership also significantly correlated with mathematics achievement. At the school level, teacher gender was negatively associated with achievement in all TIMSS waves except 2019. Students whom female teachers taught outperformed those whom male teachers taught. The longitudinal study of Malaysian students' mathematics performance reveals critical insights for educational stakeholders. The findings indicate that 43.16% to 73.00% of the variance in mathematical achievement is linked to school differences, underscoring the importance of equitable resource distribution. Moreover, students' motivational beliefs significantly influence their mathematics scores, suggesting a need for interventions that foster positive attitudes. The evolving correlation between home language proficiency and achievement emphasizes the necessity of integrating language support into educational strategies. Additionally, promoting educational aspirations is vital for enhancing performance, while the role of gender dynamics in teacher effectiveness warrants further exploration.

Reflective Practices A Comparative Analysis of Gender-based Differences and Barriers at Higher Secondary School Level

The gender differences and barriers to reflective practice have been compared in the present study. The study's main objectives were to observe the gender base differences in teachers about reflective practice and to check their views about barriers to following reflective practice. The nature of the following research was descriptive. This research paper sample consisted of 300 male and female teachers of higher secondary public and private schools. The collection of data was managed through a stratified random sampling technique. Inferential statistics were applied for the analysis of data. Gender base difference of opinions about reflective practice was discovered in this study as the female teachers showed more concern towards reflective practice as compared to their male colleagues. The results regarding the barriers to reflective practice were almost identical in public and private sector higher secondary schools. It was concluded that teachers of both the public and private sectors need professional training to apply reflective practices in classroom environments. It is suggested that technology can be applied in the teaching techniques which can be helpful to fulfill the present time needs.

A systematic review of suicide among Iranians physicians, etiology and solutions

Suicide is a multifaceted public health problem that, unfortunately, remains the leading cause of death worldwide. Studies show that the rate of mental illness, particularly suicide, is higher among doctors than among the public, and the risk of depression and suicide among doctors has also increased. Interventions such as resilience and mindfulness programs can reduce suicidal thoughts among medical students. Suicide prevention programs should target high-risk groups, such as physicians. Studies have shown that medical students and physicians are at higher risk of suicide than the general population. The prevalence of mental health issues and suicidal thoughts increases during medical school. Psychological factors, such as burnout, depression, anxiety, and hopelessness, can lead to suicidal thoughts. Considering the worldwide significance of this issue and the recent increase in mortality among youthful Iranian physicians, we conducted and investigated the prevalence and possible causes of suicidal ideation among Iranian medical students and graduates in this study. The problem of suicides among Iranian doctors and the sudden increase in the deaths of doctors, especially young people, is dangerous. Suicides among Iranian medical, dental, and pharmacy students have increased in recent years. It may be beneficial to support populations at high risk for suicidal ideation and provide screening for early intervention, as well as raise awareness of the prevalence and impact of suicidal thoughts among male students, school officials, and teachers. Screening should include individuals with a family history of mental health issues and those who are separated from their parents, as these individuals are at increased risk for suicidal thoughts. Reducing the prevalence of suicidal ideation may benefit from smoking cessation interventions and stress-reducing curricula. In addition, studies show that work stress among Iranian doctors and dentists can affect their work and treatment. Controlling and managing occupational stress is vital to prevent future problems, as it can have physical and psychological consequences. High levels of occupational stress among these doctors can also pose a danger to their patients. Identifying the causes of physician suicide can help to control and manage it.

Parents' Perspectives on Male Teachers on Children's Education in Kindergarten in Medan Tembung District

Parents' Perspectives on Male Teachers on Children's Education in Kindergarten in Medan Tembung District

Bias intervention messaging in student evaluations of teaching: The role of gendered perceptions of bias

Many studies have documented discrepancies in student evaluation of teaching ratings between male and female instructors and between ethnic majority and minority instructors. Given the importance of such ratings to academic careers and the likelihood of potential intergroup bias, it is crucial that institutions consider approaches to mitigate such biases. Several recent studies have found that simple bias mitigation messaging can be effective in reducing gender and other biases. In the present research, students enrolled in several large Faculty of Science undergraduate courses at an Australian university were recruited on a volunteer basis via the course learning management system. Half of the participants were randomly assigned an intervention message highlighting potential biases relating to gender and language background. Data from 185 respondents were analysed using Bayesian ordinal regression models assessing the impact of message exposure on evaluation scores. Reading a bias intervention message caused students to significantly adjust their scores, with the nature of that change dependent on student and instructor characteristics. Among male students, the bias intervention message significantly increased scores for all except male instructors with English speaking backgrounds, for whom there was no significant impact of the message. In contrast, among female students, the bias intervention message significantly decreased scores for male instructors with English speaking backgrounds only. The sample showed an overall decrease in scores in the intervention group relative to the control group. This is the first study to detect a negative impact of bias intervention messaging on SET scores. Our results suggest students may not acknowledge their own potential bias towards instructors with whom they share similar demographic backgrounds. In conclusion, bias intervention messaging may be a simple method of mitigating bias, but it may lead to consequences in which one or more groups receive lower ratings as a result of the correction.

Achievement Motivation as A Mediator in The Relationship Between Professional Commitment and Sustainable Educational Development in Male and Female Teachers

Achievement Motivation as A Mediator in The Relationship Between Professional Commitment and Sustainable Educational Development in Male and Female Teachers

Differences in job satisfaction of male and female teachers in private and public secondary schools

BackgroundPositive feelings about one’s work are referred to as job satisfaction. On the other hand, a bad attitude regarding one's employment is job discontent. In mainstream research, studies on work satisfaction are commonplace. There have been thousands of research done all around the world. Teachers at secondary schools in Pakistan are taking the lead in conducting research on work satisfaction, despite the fact that this field is still underutilized.Aim and objectivesThe current study’s goal was to find out how satisfied male and female instructors were with their jobs in Bahawalpur, Pakistan’s private and public secondary schools. Teachers employed at Pakistan’s public and private schools in Bahawalpur were the study’s targeted demographic, which was chosen for this cross-sectional quantitative investigation. Random sampling was used in the selection of the research sample.MethodThere were five hundred male and female secondary school teachers in the final sample. The survey was self-administered using a 36-item structured questionnaire by good docs. Descriptive and inferential statistics were employed in the data analysis to examine the collected information. The participants were categorized based on their age, gender, experience, qualifications, and type of institution (public vs. private) in order to determine the difference in work satisfactions using one-way ANOVA and an independent sample t-test.FindingsThe findings showed that compared to male instructors, female teachers had higher levels of satisfaction. ConclusionThe research investigated that different public and private school teachers' work satisfactions are based on factors including age, experience, and qualifications.LimitationsThe research findings may not be applicable to other school districts and a sizable population living in Bahawalpur, Pakistan. The author selected a broad sample of teachers (male/female) from public and private schools.Managerial implicationsThe current study was to characterize the elements that lead to teacher satisfaction and discontent among secondary school instructors in Bahawalpur, Pakistan.

Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry

AbstractInquiry-based science teaching (IBST) is a key goal of science education reforms worldwide. Recent research highlights the importance of infusing inquiry teaching with knowledge about the nature of scientific inquiry, and not just focusing on procedural skills to do inquiry. However, such an endeavour requires teachers to have high levels of self-efficacy. Given the lack of valid and reliable measurement instruments for Spanish-speaking teachers, the present study adapted and validated Aydeniz et al. Science and Education, 30(1), 103–120, (2021) Inquiry-Based Science Teaching Efficacy Scale (IBSTES, Science & Education, 30:103–120). Confirmatory factor analysis on data from 428 pre-service teachers in kindergarten and elementary school revealed a two-factor structure, which is consistent with the conceptual framework of IBST. The two factors measured self-efficacy beliefs regarding (1) helping students improve their understanding of the nature of scientific inquiry and (2) helping students develop procedural skills for conducting scientific inquiry. Both factors demonstrated very high reliability (> 0.90), as assessed by Cronbach's alpha and McDonald's omega. This latent structure was invariant across genders, suggesting that the instrument can be used with both male and female prospective teachers, allowing for gender comparisons. This study is the first of its kind to validate in Spanish a self-efficacy scale for IBST that specifically tackles the epistemological understanding of the nature of scientific inquiry. The Spanish IBSTES provides a valuable tool for researchers and practitioners to assess and support teacher self-efficacy, which is essential for the success of educational reforms.