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 |
| 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.) |
|---|---|
| ISSN: | 1750-497X |
| DOI: | 10.1108/17504971111185108 |
