Male Teachers Research Articles

The pretend me, and the real me – male student teachers negotiating gender and professional identity in China

ABSTRACT This study employs a critical feminist perspective to investigate the experiences of male primary school student teachers in practicum schools in China. It aims to delve into and bring to light the intricate challenges they face when navigating their gender and professional identity. The findings reveal that the prevailing discourses surrounding primary school teacher professionalism, cultural perceptions of masculinity in China, and the scarcity of male teacher peers collectively influence the male student teachers’ negotiation of their gender and professional identity. The study proposes the adoption of a more inclusive and culturally responsive pedagogy within teacher training programmes, with the recognition of teacher training as a means to attain long-term gender equality.

The reality of using technological applications in teaching the Arabic language from the point of view of secondary school teachers in Ma’an Governorate

This study aimed to reveal the degree of using technological applications (TA) in teaching Arabic language from the point of view of secondary school teachers in Jordan, and the study relied on the analytical descriptive approach. The sample of the study consisted of (74) male and female Arabic language teachers who are teaching secondary stage in Ma’an Governorate ‎ in the scholastic year 2023/2024. The study used a questionnaire consisting of (30) items distributed into three domains, and the validity and reliability of the questionnaire was confirmed. The results revealed that the degree of using TA in teaching Arabic language from the point of view of secondary school teachers is high, and there are no statistically significant differences in the estimates of Arabic language teachers for the degree of using TA in teaching Arabic language attributed to gender and years of experience. The researcher recommended enhancing technological infrastructure required for employing TA in teaching all subjects in secondary stage.

The reality of using technological applications in teaching the Arabic language from the point of view of secondary school teachers in Ma’an Governorate

This study aimed to reveal the degree of using technological applications (TA) in teaching Arabic language from the point of view of secondary school teachers in Jordan, and the study relied on the analytical descriptive approach. The sample of the study consisted of (74) male and female Arabic language teachers who are teaching secondary stage in Ma’an Governorate ‎ in the scholastic year 2023/2024. The study used a questionnaire consisting of (30) items distributed into three domains, and the validity and reliability of the questionnaire was confirmed. The results revealed that the degree of using TA in teaching Arabic language from the point of view of secondary school teachers is high, and there are no statistically significant differences in the estimates of Arabic language teachers for the degree of using TA in teaching Arabic language attributed to gender and years of experience. The researcher recommended enhancing technological infrastructure required for employing TA in teaching all subjects in secondary stage.

Obstacles to the implementation of realistic assessment strategies from the perspective of Islamic education teachers in Ma'an Governorate

This study aimed to assess the awareness of Islamic education teachers regarding realistic assessment strategies in the Ma'an Governorate, from the teachers' own perspectives. The descriptive-analytical method was utilized, and the study sample consisted of 155 male and female teachers in the first semester of the academic year 2023/2024. To collect data, a tool consisting of 30 items graded on a five-point Likert scale was developed. The validity and reliability of the tool were established using known practical methods. The study results indicated that the obstacles facing the application of realistic assessment tools by Islamic education teachers were of moderate level. The obstacles related to the teacher ranked first, followed by those related to the application conditions, and finally, obstacles related to the students ranked last. The study also pointed out the absence of statistically significant differences at the 0.05 level between the means of the study sample's responses attributed to the variables of gender and experience. Based on the results, the study recommended the necessity of professional development for teachers on realistic assessment tools and their application through training courses and workshops.

Engendering preprimary education in Zanzibar: question of male teachers’ under-representation in early childhood teaching and learning

ABSTRACT This study investigated the factors contributing to the low participation of male teachers in preschool education in Zanzibar. Drawing upon social constructionist feminism theory, the study employed a qualitative approach involving eight respondents: 3 from Mjini and 5 female preschool teachers from the Magharib B district of Zanzibar. Data were collected through in-depth interviews and analysed thematically. The study identified several factors influencing the low participation or underrepresentation of male preschool teachers, including concerns about child safety, low wages and salaries, lack of support, and negative societal attitudes. The study recommends that the government and other preschool educational stakeholders implement measures to challenge these negative attitudes and promote a more inclusive preschool teaching environment.

Analyzing Teachers' Attitude towards Integrating Technology in Teaching and Learning

An attempt has been made to investigate the technology acceptance in teaching in relation to attitude of school teachers'. The focus of the research is to-evaluate the school teachers' attitude towards technology acceptance in teaching; find the difference in female and male school teachers' attitude towards technology acceptance in teaching. Method used for data collection was descriptive survey. A sample of three hundred and four school teachers (comprising of 151 female and 153 male school teachers) was drawn from eighteen government school (six districts namely Samdrup Jongkhar, Pema Gatshel, Tashi Gang, Tashi Yangtse, Mongar and Lhuntse of Bhutan) of Eastern Bhutan through convenience sampling. The objective and hypotheses of the study have been tested by using mean, standard deviation, frequencies, percentages and z'-test. Results revealed that 1) majority of school teachers have positive (highly favorable and favorable) attitude towards the technology acceptance in teaching; and 2) Attitude of female and male school teachers towards technology acceptance in teaching do not differ significantly from each other. Female and male school teachers have favorable attitude, to equal extent or degree, towards the technology acceptance in teaching.

Work Stress and Psychological Well-being of High School Teachers in Indonesia

The role of teachers was crucial to ensure students’ academic success. Teachers were responsible for facilitating learning, offering guidance, providing emotional support, and acting as parental figures for some students. However, these responsibilities might lead to significant work stress, which can negatively impact teachers’ psychological well-being. To investigate this issue, a quantitative survey was conducted, which utilized the PERMA-Profiler adaptation instrument and the School Teacher Job Stressor Scale adaptation instrument. The survey included 758 participants, comprising male (286) and female (472) secondary school teachers from 33 provinces across Indonesia. The results of the linear regression analysis showed that work stress negatively impacts the psychological well-being of teachers (F = 314.9, p < 0.05, and R2 =0.239).
 Keywords: psychological well-being, work, stress, teachers, Indonesia

Studia pedagogiczne a przygotowanie do zawodu nauczyciela, pedagoga. Raport z badań jakościowych. Perspektywa mężczyzn nauczycieli edukacji przedszkolnej

Working as a teacher requires obtaining appropriate qualifications and acquiring knowledge and competences during university studies. Although the importance of teacher education quality is emphasized, many problems related to this process are pointed out. The objectives of the qualitative research were to recognize and understand the male preschool teachers’ experiences during pedagogical studies and recognize their assessment of the quality of preparation for the teaching profession from the perspective of time, and thus to answer the questions: How do male preschool teachers perceive and evaluate studying in pedagogy? How do they evaluate their own situation during studies? What are their proposals of changes in teacher education? Research using narrative interviews was conducted in 2019 and 2020 among 18 male preschool teachers from Poland. Based on the analysis and interpretation of the research material, the categories describing male perception and evaluation of pedagogical studies as well as evaluation of male situation during studies and proposals of changes were distinguished. The research results indicate that male teachers severely evaluate pedagogical studies and make demands to improve their quality. The narratives were referred to the social constructivism and the interpretive paradigm. It was indicated that male teachers, by reflecting on the quality of pedagogical studies and proposing solutions, fit into the model of a reflective practitioner.

Investigation of Preservice Science Teachers’ Attitudes Towards Nanotechnology According to Various Variables

This study aims to examine the attitudes of preservice science teachers towards nanotechnology according to various variables such as gender, class level, and academic achievement. The cross-sectional survey method was employed in the study. The sample of the study consists of 199 preservice science teachers (170 females, 29 males). The used data collection tool is the Attitude Scale Towards Nanotechnology consisting of three sub-components (positive, negative, and utility). Descriptive statistics including mean and standard deviation scores were used in the descriptive analysis of the data, while Independent Samples t-test and ANOVA were used in the inferential analysis. According to the results, it was observed that the attitudes of preservice science teachers towards nanotechnology were at a “high” level. When the attitudes of preservice science teachers towards nanotechnology were examined according to the gender variable, it was determined that male preservice science teachers had a higher average attitude score than female preservice science teachers. When the attitudes were examined based on the class level variable, it was observed that the preservice science teachers in the 3rd year of education had the highest average attitude score, while those in the 2nd year had the lowest average attitude score. Regarding the academic achievement level variable, it was observed that the preservice science teachers with high academic achievement had a higher average attitude score than those with low academic achievement.

PERCEPÇÕES REFLEXIVAS SOBRE A PRESENÇA DE PROFESSORES NA EDUCAÇÃO INTANTIL: DESAFIOS E PERSPECTIVAS

This paper focuses on reflective perceptions about the presence of male teachers in Early Childhood Education, exploring the challenges and perspectives related to this issue. The research seeks to analyze the male presence in Early Childhood Education teaching, its challenges and perspectives, reflecting on how this presence can influence the quality of teaching and the development of children. This is because our hypothesis is to reflect on the importance of the presence of male teachers in the education of young children, considering gender diversity and the construction of an inclusive and equal education. The methodology used in this study is qualitative in nature, based on a bibliographical review and content analysis of articles, books and documents related to the topic. Renowned authors such as Paulo Freire, Jean Piaget, Lev Vygotsky, Carlos Brandão, Heywood and Kuhlmann were considered, who contributed to understanding the presence of teachers in Early Childhood Education and to the concept of reflective teaching, which discusses inclusive and equal education. The main references used in this research deal with teacher training, the importance of gender diversity in Early Childhood Education, critical reflection on gender stereotypes and the social construction of masculinity. Also noteworthy are the works of Pimenta and Ghedin who discuss reflective teaching as an important pedagogical approach to encourage teachers to question their practices and reflect on their conceptions. In addition, our study is qualitative in nature and is based on participant research, the data collected from which was also based on the application of a questionnaire to the participants. As a result, we concluded that the presence of teachers in Early Childhood Education is fundamental to promoting quality education, under the reference of “reflective teaching”, when teachers are encouraged to develop a critical and reflective stance in their pedagogical practice, contributing to the construction of a more equal and respectful education. However, there are still challenges to be faced, such as deconstructing gender stereotypes and valuing diversity in the composition of the teaching staff for Early Childhood Education, which suggests a time for reflection, which includes other and new perspectives for the presence of teachers in classes of young children.

PERCEPÇÕES REFLEXIVAS SOBRE A PRESENÇA DE PROFESSORES NA EDUCAÇÃO INTANTIL: DESAFIOS E PERSPECTIVAS

This paper focuses on reflective perceptions about the presence of male teachers in Early Childhood Education, exploring the challenges and perspectives related to this issue. The research seeks to analyze the male presence in Early Childhood Education teaching, its challenges and perspectives, reflecting on how this presence can influence the quality of teaching and the development of children. This is because our hypothesis is to reflect on the importance of the presence of male teachers in the education of young children, considering gender diversity and the construction of an inclusive and equal education. The methodology used in this study is qualitative in nature, based on a bibliographical review and content analysis of articles, books and documents related to the topic. Renowned authors such as Paulo Freire, Jean Piaget, Lev Vygotsky, Carlos Brandão, Heywood and Kuhlmann were considered, who contributed to understanding the presence of teachers in Early Childhood Education and to the concept of reflective teaching, which discusses inclusive and equal education. The main references used in this research deal with teacher training, the importance of gender diversity in Early Childhood Education, critical reflection on gender stereotypes and the social construction of masculinity. Also noteworthy are the works of Pimenta and Ghedin who discuss reflective teaching as an important pedagogical approach to encourage teachers to question their practices and reflect on their conceptions. In addition, our study is qualitative in nature and is based on participant research, the data collected from which was also based on the application of a questionnaire to the participants. As a result, we concluded that the presence of teachers in Early Childhood Education is fundamental to promoting quality education, under the reference of “reflective teaching”, when teachers are encouraged to develop a critical and reflective stance in their pedagogical practice, contributing to the construction of a more equal and respectful education. However, there are still challenges to be faced, such as deconstructing gender stereotypes and valuing diversity in the composition of the teaching staff for Early Childhood Education, which suggests a time for reflection, which includes other and new perspectives for the presence of teachers in classes of young children.

Investigating factors affecting psychological happiness with emphasis on moral values Among second-year high school student

Background and purpose: The present study was conducted to investigate the factors affecting psychological happiness with an emphasis on moral values among second-year high school students (an exploratory mixed study). Research method: The current research is practical in terms of its purpose and exploratory in terms of the method of data collection. The statistical population of this research consists of all the male and female teachers of the second year of public schools in Tabriz city in the academic year of 2023-2024 in the number of 3251 people. In this research, according to its nature, to select the necessary samples, it was done in two qualitative and quantitative stages. In the qualitative phase, two methods of targeted sampling and snowballing were used. In the quantitative stage, first, the size of the statistical sample was determined based on Cochran's formula, and then a relative random sampling plan was used to collect quantitative data. Findings: The results of the interview analysis showed that 36 concepts, 11 components and 4 factors were obtained. Then a 36-item questionnaire was compiled, and finally, a 31-question questionnaire was approved. Then the solution was analyzed and the results showed that strengthening religious and religious beliefs, adjusting expectations and adapting expectations to positive thinking, having a daily schedule (time management) and religious teachings were the most effective in providing solutions. Conclusion: It is suggested that the solutions obtained in the present research be implemented in students.

Language Education, Gender, and Inclusivity: Focusing on Japanese Language Education in Sri Lanka

The female population in Japanese language education in Sri Lanka is remarkably high compared to male population. Not only learners, but the number of female teachers also outsmart the male teachers. However, this kind of gender distribution is not something specific to Japanese language education. Research has highlighted that in many parts of the world male has less interest in learning languages than female. Some studies prove that boys think that learning foreign languages would not lead them to lucrative careers and some believe that language learning is not something 'real boys' do or are good at. Nonetheless, when considering the number of Sri Lankans who apply for visa to enter Japan, male population is significantly higher than females. In recent years specialists in Information Technology have more tendency to get job placements in Japan. Further, in 2019 Japan has opened its doors to Sri Lanka for a visa category called Specified Skilled Worker (SSW) which offers 4 employment fields from Sri Lanka. To apply for SSW visa, one should clear a language competency test and skill test of the relevant field. Does the increase in employment opportunities in Japan has any impact on the attitudes of language learning among male population? Thus, this paper explores current situation of the Japanese Language education in Sri Lanka focusing on gender distribution. Both quantitative and qualitative research methods are used in gathering and analysing data. The findings show that though there is a growth of male population among learners the attitudes towards learning Japanese are not changing as fast as the rapidly growing enthusiasm to work in Japan. Though there are new opportunities in Japan, if language competency is not recognized as a soft skill that goes beyond gender stereotype, we will fail to gain the best from the available paths. Further, changes towards inclusiveness in the curriculum as well as inclusiveness in the recruiters are given as recommendations to improve the current situation.

Saudi teachers ‘knowledge and implementation of transitional skills and transition planning for students with autism spectrum disorder in Saudi Arabia

Objectives The aim of the research is to study the teachers of those with autism spectrum disorder (ASD) reported knowledge of the transition skills and their implementation in transition planning. This research intends to increase the understanding of teachers’ knowledge of transition skills and implementation in transition planning students with ASD when assisting them to become more independent and prosperous in life. Methods The study applied a quantitative method using a survey as a research tool. The researcher used a survey as a research instrument given the study approach. The study population was male and female teachers who work with students with ASD in Riyadh. The number of participants that completed the survey was 187 teachers out of a population of 311 in Riyadh province of KSA, 101 females, and 86 males. This implies that 59% of the population participated in the study. All the participants were teachers of students with ASD in high school. Results The research findings substantially contribute to the literature on the topic in multiple ways. Using targeted study questions, the findings of the research indicate that the respondents reported above-average knowledge of transition skills. The data showed that the subjects had adequate levels of conceptual and theoretical foundations of transition skills. Conclusions This study emphasis on the needs to enhance teaching techniques and assisting students with ASD in making the transition to adulthood.

Perceptions of Values as a Mediating Variable between Moral Leadership and Organizational Commitment Among Jerusalem School Teachers

The study aims to reveal the reality of perceptions of values, moral leadership, and organizational commitment among teachers in Jerusalem schools, as well as examining the construction of a proposed model for this relation. To achieve this, the descriptive correlational approach was used, through a cross-sectional design, as one of the quantitative methods that uses correlation analysis and the structural model, to verify the relationships between variables, through a questionnaire that includes the three study measures, through a sample that included 366 male and female teachers, chosen by the stratified method. Random. The results of the study show that the reality of perceptions of values, ethical leadership, and organizational commitment, from the point of view of Jerusalem school teachers, was at a high degree. The results also show that there is a direct effect between ethical leadership on the one hand and both: (perceptions of values and organizational commitment), and also the presence of a direct effect between Perceptions of values and organizational commitment. The value of the indirect effect of ethical leadership on organizational commitment came in the presence of perceptions of values, which means that there is an effect of the mediating variable, perceptions of values, on the relationship between ethical leadership and organizational commitment.

Analysis of the Teachers’ Perceptions about the Integration of Information and Communication Technology (ICT) in Teaching Learning Process. A case of University of Swat, Khyber Pakhtunkhwa.

Information and communication technology is an important field role in teaching and learning. It is a field not limited to the industry and communication only rather it has spread its Importance to every field in the modern world. Similarly teaching is no more limited to the white board teaching only. Teachers use variety of the methods to impart learning to the students. This results in not only catching students attention effectively but also learning has been lot made easier through different application and online tools and virtual platforms. Learning and knowledge has gone beyond the narrow confines of classrooms. Looking into the importance of ICT this study was undertaken in order to find out the teachers perception of the use of ICT in teaching learning process. A sample of 96 male and female teachers was calculated through Raosoft online calculator. The data was analyzed through inferential and descriptive statistics, using Chi-square T-Test, Enova and frequencies, percentage, means and standard deviation respectively. However the teachers showed some concerns over the use of ICT. There was some issues like the lack of ICT labs, connectivity, teachers’ confidence and short duration to finish the courses in.

Emergency Online Teaching and COVID-19: Teachers’ Use and Integration of Computer Technologies

The aim of the research was to determine the use of computer technologies and the status of integration into lessons during online teaching by class teachers during the COVID-19 pandemic. The research used a descriptive survey model. The study group for the research comprised 464 class teachers employed in official primary schools linked to the Ministry of National Education in Rize province. Two scales were used in the research; the Technology Integration Self-Efficacy Scale and the Teachers’ Information and Communication Technologies Integration Approach Scale. Data were analyzed with the t test, ANOVA and correlation test. Male teachers were determined to have higher use of computer technologies and higher levels of ability to integrate it into lessons compared to female teachers. Though there was no difference in use of technology levels of teachers, their levels of ability to integrate technology into lessons differed according to seniority. The use of computer technology by teachers and levels of ability to integrate into lessons did not differ according to receiving in-service training related to technology and educational status. Teachers’ use of technology and levels of ability to integrate into lessons differed according to the hours of lessons given using technology. As the levels of use of education technology by class teachers increased, their levels of ability to integrate computer technology into lessons also increased. 
 
 Keywords: Online teaching, technology integration, class teacher, Covid 19.

The impact of private lessons on the performance of teachers in school Their point of view

The research aimed to identify the impact of private lessons on the performance of teachers in school from their point of view. The research used the descriptive approach and applied the questionnaire tool by applying it to a random sample of male and female teachers, amounting to (1228) male and female teachers, with (518) male and (710) female teachers, and concluded. The research concluded that private lessons have different effects on the educational process, as it showed that most of the statements of the educational effects axis fell into the large category of the scale, which is the category between (3.55 - 3.99), and this indicates the reflection of those lessons. The statement that the lessons contribute came in first place. “Privacy in filling the gap resulting from the poor performance of some teachers” and obtained the arithmetic mean (3.99) at a high level. The study also indicated that there are statistically significant differences at the significance level (α≤0.05) between the averages of the educational effects of private lessons due to gender, and the study indicated that there are no There are statistically significant differences at the level of significance (α≤0.05) between the levels of reflection of these lessons on teachers according to their academic qualifications and practical experience. The study recommends enacting laws and regulations that regulate this process.

The predictive ability of government secondary school principals’ talent management practice with emotional organizational commitment from the point of view of teachers in Kuwait

The present study aimed to investigate the predictive ability of the talent management practices of school principals to the affective organizational commitment of teachers in the State of Kuwait. To achieve this goal, correlation approach was used. The Talent Management Scale and the Affective Organizational Commitment Scale were applied to a random sample of 202 male and female teachers from Kuwait City schools. The results of stepwise regression analysis revealed that development and reward management practices were statistically significant predictors of affective organizational commitment predictive ability to emotional commitment, while identifying critical positions and competence training did not predict affective organizational commitment. The study recommends conducting more studies to investigate the predictive role of identifying critical positions and competence training practices in affective commitment.

Ethical Leadership of Head Teachers and its Impact on Teachers’ Motivation at the Elementary Level

The present study employed a quantitative, descriptive research design to examine the impact of ethical leadership on elementary school teachers’ motivation in public elementary schools of a district in Punjab, Pakistan. It was a quantitative and descriptive study in nature. Considering the ethical guidelines, a questionnaire was administered to 400 randomly selected male and female elementary-level teachers. In developing the survey instrument, relevant literature was reviewed, and expert input was obtained to ensure the appropriateness of the questions for assessing the variables of interest. The confidentiality of the respondents was maintained throughout the data-gathering process. The collected data was statistically analyzed using SPSS software version 20, measuring means, and standard deviations. The results revealed a significant positive association between principals’ ethical leadership style - characterized by integrity, honesty, and considerate treatment of staff – and elevated intrinsic motivation levels among teachers. As educational leaders shape the culture in their institutions, these findings carry important implications. Promoting ethical leadership through enhanced training and modeling desired behaviors can improve teacher retention, performance, and job satisfaction. It can translate to better outcomes for students. Further in-depth inquiries through qualitative and longitudinal research across diverse settings can enrich understanding of this phenomenon and aid the development of context-specific interventions leveraging ethical leadership to motivate teachers.