Exploring the Mediating Role of Professional and Constitutional Values and the Moderating Role of Sex in the Relationship between Hidden Curriculum and Student Achievement in Teacher Education Programmes
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| Title: | Exploring the Mediating Role of Professional and Constitutional Values and the Moderating Role of Sex in the Relationship between Hidden Curriculum and Student Achievement in Teacher Education Programmes |
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| Language: | English |
| Authors: | Chandra Shekhar Pandey (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2025 17(6):2269-2282. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Hidden Curriculum, Academic Achievement, Teacher Education Programs, Preservice Teachers, Undergraduate Students, Values, Gender Differences, Foreign Countries, Teacher Behavior, Diversity, Equal Education, Teacher Attitudes, Student Attitudes, Social Justice |
| Geographic Terms: | India |
| DOI: | 10.1108/JARHE-06-2024-0290 |
| ISSN: | 2050-7003 1758-1184 |
| Abstract: | Purpose: This study investigates the intricate dynamics of the hidden curriculum and its influence on student achievement in teacher education programs. Specifically, the study examines the mediating role of professional and constitutional values and the moderating role of sex in this relationship. Design/methodology/approach: A total of 282 bachelor of education fourth semester students (151 female and 131 male) participated in the study. General linear modeling in Jamovi 2.4.4 was utilized to analyze the data. The general linear model (GLM) mediation model was used to measure the mediation effects of the hidden curriculum via professional value and constitutional value on student achievement. Sex was accepted as a dichotomous moderator in the model. Findings: Hidden curriculum had positive significant direct and total effect on student achievement. The mediation of constitutional values between hidden curriculum and student achievement was found to be significant and negative. Professional value was not found to be a significant mediator. The interaction between sex and constitutional value was significant and positive. Apart from this sex moderated professional and constitutional values differentially. Constitutional and professional values had significant direct component effects on student achievement. The findings contribute to the discourse of hidden curriculum by providing insights into the interplay of sex, professional values, constitutional values and student achievement. Practical implications: The study has implications for educational policies and curriculum design, urging stakeholders to pay attention to the implicit messages communicated by the curriculum. Professional and constitutional values influence the hidden curriculum and achievement. Therefore, teachers should be equipped with an understanding of these values to manage the hidden curriculum in their classrooms. The study also highlights the gendered educational experiences and the necessity of implementing gender-sensitive policies and practices in schools and classrooms. Originality/value: This study provides unique insights into the complex relationship between the hidden curriculum and student achievement in the context of a teacher education program in India. The findings highlight the importance of addressing the hidden curriculum in educational settings and emphasize the need for gender-sensitive policies and practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497305 |
| Database: | ERIC |
| Abstract: | Purpose: This study investigates the intricate dynamics of the hidden curriculum and its influence on student achievement in teacher education programs. Specifically, the study examines the mediating role of professional and constitutional values and the moderating role of sex in this relationship. Design/methodology/approach: A total of 282 bachelor of education fourth semester students (151 female and 131 male) participated in the study. General linear modeling in Jamovi 2.4.4 was utilized to analyze the data. The general linear model (GLM) mediation model was used to measure the mediation effects of the hidden curriculum via professional value and constitutional value on student achievement. Sex was accepted as a dichotomous moderator in the model. Findings: Hidden curriculum had positive significant direct and total effect on student achievement. The mediation of constitutional values between hidden curriculum and student achievement was found to be significant and negative. Professional value was not found to be a significant mediator. The interaction between sex and constitutional value was significant and positive. Apart from this sex moderated professional and constitutional values differentially. Constitutional and professional values had significant direct component effects on student achievement. The findings contribute to the discourse of hidden curriculum by providing insights into the interplay of sex, professional values, constitutional values and student achievement. Practical implications: The study has implications for educational policies and curriculum design, urging stakeholders to pay attention to the implicit messages communicated by the curriculum. Professional and constitutional values influence the hidden curriculum and achievement. Therefore, teachers should be equipped with an understanding of these values to manage the hidden curriculum in their classrooms. The study also highlights the gendered educational experiences and the necessity of implementing gender-sensitive policies and practices in schools and classrooms. Originality/value: This study provides unique insights into the complex relationship between the hidden curriculum and student achievement in the context of a teacher education program in India. The findings highlight the importance of addressing the hidden curriculum in educational settings and emphasize the need for gender-sensitive policies and practices. |
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| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-06-2024-0290 |
