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Science, Mathematics and Technology Teachers' Perception of School Environment: Gender Differences

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Title: Science, Mathematics and Technology Teachers' Perception of School Environment: Gender Differences
Language: English
Authors: Odogwu, Helen, Adeyemo, S. A., Jimoh, J. A., Yewonde, R. O.
Source: Multicultural Education & Technology Journal. 2011 5(4):274-287.
Availability: Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Educational Environment, Gender Differences, Leadership, Teacher Attitudes, STEM Education, Predictor Variables, Institutional Characteristics, Teacher Characteristics, Teacher Background, Questionnaires, Statistical Significance, Leadership Effectiveness, Teacher Student Relationship, Professional Autonomy, Foreign Countries
Geographic Terms: Nigeria
DOI: 10.1108/17504971111185108
ISSN: 1750-497X
Abstract: Purpose: This study seeks to examine gender differences amongst science, mathematics and technology (SMT) teachers with regards to nine school environment variables as well as the association of these variables with teachers' professional background and school characteristics. Design/methodology/approach: A questionnaire was used to collect data from a sample of 275 female and 260 male SMT teachers. Findings: A multiple analysis of variance revealed a statistically significant gender difference on the combined nine school environment variables. Analysis of variance further revealed a significant gender difference in work pressure, principal leadership, teacher-student relationship and staff freedom. Gender differences in SMT teachers' perceptions of work pressure and principal leadership persisted after controlling for teachers' background and school characteristics. It is recommended that, principals of secondary schools be encouraged to be more democratic and flexible so as to foster an atmosphere of good working relationships with their teachers. Originality/value: The study encourages SMT teachers to improve on their perception of students' learning in SMT. The impact of a teacher's interest or bias on students' can have a far reaching outcome on their learning. (Contains 5 tables.)
Abstractor: As Provided
Number of References: 56
Entry Date: 2011
Accession Number: EJ947146
Database: ERIC
FullText Text:
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  Data: Science, Mathematics and Technology Teachers' Perception of School Environment: Gender Differences
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  Data: <searchLink fieldCode="AR" term="%22Odogwu%2C+Helen%22">Odogwu, Helen</searchLink><br /><searchLink fieldCode="AR" term="%22Adeyemo%2C+S%2E+A%2E%22">Adeyemo, S. A.</searchLink><br /><searchLink fieldCode="AR" term="%22Jimoh%2C+J%2E+A%2E%22">Jimoh, J. A.</searchLink><br /><searchLink fieldCode="AR" term="%22Yewonde%2C+R%2E+O%2E%22">Yewonde, R. O.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Multicultural+Education+%26+Technology+Journal%22"><i>Multicultural Education & Technology Journal</i></searchLink>. 2011 5(4):274-287.
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  Data: Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
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  Data: Y
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Background%22">Teacher Background</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Significance%22">Statistical Significance</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Effectiveness%22">Leadership Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
– Name: DOI
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  Data: 10.1108/17504971111185108
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  Data: 1750-497X
– Name: Abstract
  Label: Abstract
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  Data: Purpose: This study seeks to examine gender differences amongst science, mathematics and technology (SMT) teachers with regards to nine school environment variables as well as the association of these variables with teachers' professional background and school characteristics. Design/methodology/approach: A questionnaire was used to collect data from a sample of 275 female and 260 male SMT teachers. Findings: A multiple analysis of variance revealed a statistically significant gender difference on the combined nine school environment variables. Analysis of variance further revealed a significant gender difference in work pressure, principal leadership, teacher-student relationship and staff freedom. Gender differences in SMT teachers' perceptions of work pressure and principal leadership persisted after controlling for teachers' background and school characteristics. It is recommended that, principals of secondary schools be encouraged to be more democratic and flexible so as to foster an atmosphere of good working relationships with their teachers. Originality/value: The study encourages SMT teachers to improve on their perception of students' learning in SMT. The impact of a teacher's interest or bias on students' can have a far reaching outcome on their learning. (Contains 5 tables.)
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  Data: 2011
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  Label: Accession Number
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  Data: EJ947146
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ947146
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        Value: 10.1108/17504971111185108
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      – Text: English
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        PageCount: 14
        StartPage: 274
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      – SubjectFull: Gender Differences
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      – SubjectFull: Leadership
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: STEM Education
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Statistical Significance
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      – SubjectFull: Leadership Effectiveness
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Nigeria
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