Search results

This study aims to identify the main motivational factors that led practicing teachers to choose teaching as a profession in the United States and Turkey. Another purpose of this research is to investigate the possible significant difference between male and female teachers from the United States and Turkey considering motivational factors that lead them to choose teaching as a profession.

Qualitative and quantitative methods were used to collect and analyze the data. First, randomly selected middle grades teachers were asked to write personal statements where they explain their main reasons for choosing teaching as a career. Then, qualitative data obtained from personal statements were coded. The coding process allowed the researcher to create factors. Then, cross-tabular representation was produced by descriptive data. Finally, ANOVA was run in order to identify significant differences among groups of participants in terms of all motivational factors.

Results indicated that (1) female teachers are motivated mostly by “Leisure and Comfort”; (2) “Enjoyment of subject” is a big motivator for US male teachers; (3) Turkish male teachers are motivated mostly by “Necessities” (4) male teachers have no strong desire to work with kids; (5) female teachers enjoy teaching more comparing the male teachers; (6) US Female teachers feel more personal fulfillment in teaching.

Motivational factors and reasons for choosing a teaching career can be further investigated by qualitative case studies with selected male and female teachers in order to better understand the reasons that derived both male and female teachers to specific kinds of motivational factors. That may provide a tick description of how motivation for the teaching profession develops over time starting from early memories and experiences in education and schooling. Through the lens of these kinds of qualitative studies, we may better understand how lived experiences are affecting decision-making by developing interest in specific areas.

Although there is a considerable amount of studies conducted to examine preservice teachers' reasons given for joining the teaching profession, limited research has been done with practicing teachers to better understand the factors that motivated them to join the teaching profession.

The purpose of this paper is to identify the factors that may reduce teachers' intent to leave. The paper examines differences between Israeli male and female teachers in their perceived organizational justice, perceived organizational commitment, and intent to leave work.

Participants are 1,016 school teachers from 35 high schools in Israel. Series of mixed‐model regression analyses are used to test for mediated relationships.

Multilevel analysis reveals that among female teachers, organizational commitment (affective and normative) fully mediated the relationship between intent to leave and distributive justice (fairness regarding employee outcomes), whereas among male teachers this relationship is only partially mediated. The negative relationship between intent to leave and procedural justice (fairness regarding procedures) is higher among females than among males.

Although some precautions are used, the self‐reported measures may likely reflect same‐source bias, calling for further safeguards in future studies.

Schools should become aware of differences between male and female teachers' perceptions and should build an equitable school climate that considers fair rewards, opportunities, and programs to increase teachers' commitment and reduce their intent to leave.

This paper sheds light on the possible reasons for male and female teachers' turnover intentions through examining teachers' justice perceptions and their work commitment.

This paper aims to provide a critical examination of the career trajectories of Black male educators through the discussion of key issues relevant to the professional development and advancement of this population.

The authors approach this paper through the examination of literature related to Black male educators. The authors seek to provide insight into the status of Black male educators through a critical focus of scholarship in the three critical areas of Black male educator recruitment, retention and mobility.

This examination supports the need to generate sustainable initiatives to diversify our nation’s classrooms and create additional opportunities for Black male representation in school leadership positions. Effectively dismantling the entrenched hurdles many encounter within their teaching careers requires a concerted commitment by advocates, policymakers and school administrators at all levels. Additionally, there is a continued need for stakeholders to keep the diversification of P-12 schools as a key priority in current education reform strategies.

This paper serves as an impetus to highlight the continued need for further exploration and consequential action to increase the numbers of Black males in the teaching profession.

This paper adds to the literature surrounding Black male educators by providing a holistic view of their career trajectories of Black male educators and shedding light on the need for ongoing efforts to diversify the P-12 teaching workforce.

There is very little research of Black male mathematics teachers from African countries teaching in the USA, specifically, their preparation and teaching experiences. The purpose of this study is to shed light on three Black male mathematics teachers from two African countries teacher preparation and teaching experiences in three African countries and the USA.teachers.

This study used a qualitative narrative research design to examine the teacher preparation and teaching experiences of Black African male mathematics teachers.

The results of this study reveal that the Black African male mathematics teachers participated in traditional and alternative teacher preparation programs that were unique to the African countries. The results also revealed that these teachers saw their teacher preparation program in the USA as preparing them to teach in this context. The results also revealed that all three of the teachers’ experienced success teaching struggling learners and English language learners mathematics in African countries and the USA.

This study is limited to a small participant pool of three Black African mathematics teachers that cannot be generalized to other Black male teachers. There needs to be more research of Black male mathematics teachers, in general, and those from other countries, specifically. There also needs to be more research of Black male teachers’ teaching practices that are successful with Black students as well as English language learners.

Based on the study findings, policy-makers and stakeholders interested in recruiting and retaining Black male teachers and specifically, in mathematics needs to expand conceptualization and definitions to include those from other countries.

This results of this study add a valuable contribution to the research of Black male teachers, in general, and mathematics, in particular. It expands conceptualizations of who constitutes a Black male teachers in the USA.

This study aims to use an authentic leadership style to explore that whether male or female leadership of private academic institutions highly influences affective organizational commitment and tacit knowledge sharing among the library teachers. Additionally, this study encompasses the trust of library teachers and justifies whether the trust under male or female leadership highly moderates the effect on tacit knowledge sharing.

By using structural equation modeling, this study tests two leadership models (e.g. male and female leadership models). Using a convenient sampling approach, the researcher collects data from library teachers of private academic institutions in district Sheikhupura, Pakistan through face-to-face interaction. The study administered 650 survey questionnaires among the library teachers; however, 403 questionnaires were answered validly and reliably. The response rate was 62%.

The study found the direct and indirect effect of authentic leadership on affective organizational commitment and tacit knowledge sharing however, male authentic leadership influence on affective organizational commitment and tacit knowledge sharing was quite higher than female authentic leadership. Resultantly, the library teachers were more committed to sharing tacit knowledge under male leadership than female. Nevertheless, the moderating role of trust was found in female leadership but not in male leadership. Simply, the library teachers under male leadership were hesitant to trust others, so the chain of sharing hidden ideas and image of libraries was not found in male leadership.

Private academic institutions need authentic leaders to shape the knowledge economy of libraries and the structure of the academic institutions. For this reason, this study provides practical implications for managers that male leadership should be hired in academic institutions because it has a higher influence on librarians’ commitment and tacit knowledge sharing among peers as compare to female leadership.

To the best of the authors’ knowledge, this was the first study that differentiates the capabilities and skills of male and female authentic leadership in private academic institutions. Further, it suggests hiring male leaders in these institutions.

The function of early childhood education (ECE) has shifted from mothering to nurturing child development in Hong Kong. Teaching in kindergartens seems to be more attractive to men nowadays. The purpose of this paper is to explore the issues of male participation in ECE through a case study of a local kindergarten.

A case study methodology was used in the research design and the data were collected through semi-structured interviews. The interviewees all came from a single, case study school, and included the kindergarten principal, head teacher, teachers, both Chinese and foreign nationals, and parents.

The findings of the study indicated that most of the school staff support hiring male teachers in kindergartens and perceive that male teachers play an important role in educating young children. On the other hand, the views of parents who participated in the study were divided. This reflects gender bias on the part of parents.

Minimal research on male participation in kindergartens has been conducted in Hong Kong. The findings of the study shed some light on the issues of male participation in ECE in a Chinese context. It is argued that overcoming the low participation of male teachers in ECE will require changes in deeply rooted institutional and management practices. From a wider perspective, providing better career prospects and improving the professional status of kindergarten teachers will attract more men to teach in kindergartens.

University students' ratings of teaching and teachers' performance are used in many parts of the world for the evaluation of faculty members at colleges and universities. Even though these ratings receive mixed reviews, there is little conclusive evidence on the role of the intervening variable of teacher and student gender in these ratings. Possible influences resulting from gender-related differences in different socio-cultural contexts, especially where gender combination in student and faculty population is not proportionate, have not been adequately investigated in previous research. This study aimed to examine Iranian university students' ratings of the professional performance of male and female university teachers and to explore the differences in male and female university students' evaluation of teachers of the same or opposite gender. The study was a questionnaire-based cross-sectional survey with a total of 800 randomly selected students in their different years of undergraduate study (307 male and 493 female students, reflecting the proportion of male and female students in the university) from different faculties at the University of Kashan, Iran. The participants rated male and female teachers’ performance in observing university regulations, relationship with colleagues, and relationships with students. The researchers used descriptive statistics, means comparison inferential statistics and focus-group interview data to analyze and compare the students’ ratings. The results of one-sample t-test, independent samples t-test, and Chi-square analyses showed that a) overall, male university teachers received significantly higher overall ratings in all areas than female teachers; b) male students rated male teachers significantly higher than female students did; and c) female students assigned a higher overall mean rating to male teachers than to female teachers but this mean difference was not significant. These results are studied in relation to the findings in the related literature and indicate that gender can be an important intervening variable in university students' evaluation of faculty members.

This paper examines the experiences and outcomes of male teacher candidates in the College of Education at a large university in California.

This mixed methods study highlights findings from the preliminary analysis of student records as well as qualitative observation notes from their university supervisors and master teachers during their student teaching placements. Comments from student teaching assistance plans and remediation tools from the College of Education, Field Placement Office were also used. It also included the quantitative analysis of enrollment data as well as mid- and final student teaching evaluations for one semester. This multiple data triangulation process was used to illuminate the unique challenges and successes of male teacher candidates and the variables that influence their outcomes.

There were significant statistical differences (p < 0.05) between the male and female teacher candidates across each key measure used. Male teacher candidates scored lower in the areas of mathematics, assessment, planning and student engagement during instruction.

This study offers strategies that teachers’ trainers may use to recruit, retain and more effectively support the needs of their male elementary teacher candidates.

Few studies have examined both qualitative and quantitative data to determine pedagogical factors that impact male teacher candidates’ challenges and/or successes during their student teaching experiences. Moreover, few studies have explored how teacher training programs can more effectively support the needs of this population. This study is designed to fill that void.

This paper aims to understand the preparation that a group of black male pre-service students received during their course and its impact on their willingness to commit to entering the teaching profession.

The paper draws on findings from a small-scale qualitative study of black and minority ethnic student teachers’ experiences in one initial teacher education institution.

The paper raises questions as to whether black pre-service teachers’ experiences of a lack of acceptance in schools during their pre-service training contribute to the under-representation of black male teachers in English schools.

There is limited research on the experiences of black male student teachers. The paper brings new insights and offers reasons for black male student teachers not entering the teaching profession.