Do Male and Female Teachers Teach Differently in Hohoe, Ghana? Exploring Gendered Perceptions of Learner-Centred Pedagogy
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| Title: | Do Male and Female Teachers Teach Differently in Hohoe, Ghana? Exploring Gendered Perceptions of Learner-Centred Pedagogy |
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| Language: | English |
| Authors: | Christopher Yao Dewodo, Daniel Attakumah |
| Source: | Journal of Education and Learning. 2026 15(1):467-478. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Gender Differences, Teacher Attitudes, Student Centered Learning, Teaching Methods, Constructivism (Learning), Cooperative Learning, Inquiry, Reflection, Interdisciplinary Approach |
| Geographic Terms: | Ghana |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | This study investigated gender-based differences in teachers' perceptions of learner-centred pedagogical strategies in basic schools in Hohoe, Ghana. Five pedagogical approaches, constructivist, collaborative, inquiry-based, integrative, and reflective, formed the analytical focus. Guided by a positivist paradigm, the study employed a descriptive survey design and collected data from 364 teachers across 28 basic schools through a structured five-point Likert scale questionnaire. A one-way multivariate analysis of variance (MANOVA) was conducted to examine differences across gender. The results indicate no significant gender differences for constructivist, collaborative, inquiry-based, and integrative pedagogies. However, female teachers demonstrated significantly more positive perceptions of reflective pedagogy compared to their male counterparts, suggesting greater alignment of female teachers with self-evaluative and introspective teaching practices. The study highlights the need for professional learning programmes that encourage male teachers to engage more deeply with reflective teaching techniques. Strengthening reflective practice across gender groups may enhance the overall implementation of learner-centred teaching in Ghanaian basic schools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498936 |
| Database: | ERIC |
| Abstract: | This study investigated gender-based differences in teachers' perceptions of learner-centred pedagogical strategies in basic schools in Hohoe, Ghana. Five pedagogical approaches, constructivist, collaborative, inquiry-based, integrative, and reflective, formed the analytical focus. Guided by a positivist paradigm, the study employed a descriptive survey design and collected data from 364 teachers across 28 basic schools through a structured five-point Likert scale questionnaire. A one-way multivariate analysis of variance (MANOVA) was conducted to examine differences across gender. The results indicate no significant gender differences for constructivist, collaborative, inquiry-based, and integrative pedagogies. However, female teachers demonstrated significantly more positive perceptions of reflective pedagogy compared to their male counterparts, suggesting greater alignment of female teachers with self-evaluative and introspective teaching practices. The study highlights the need for professional learning programmes that encourage male teachers to engage more deeply with reflective teaching techniques. Strengthening reflective practice across gender groups may enhance the overall implementation of learner-centred teaching in Ghanaian basic schools. |
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| ISSN: | 1927-5250 1927-5269 |
