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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.

Education of teachers and students is crucial for the implementation of Uganda’s governmental goals regarding educational gender equity and equality and the achievement of United Nations Strategic Development Goals (SDG), especially Goal #4 relating to education and Goal #5 mandating gender equality. This chapter begins with an overview of the nation, its geography, history and policies with regard to education and gender. This is followed by a discussion of pedagogy and especially gender responsive pedagogy and the barriers to implementing it. The chapter continues with the methods, goals and results of a qualitative study designed to assess the understanding of gender and its practices of the staff and teacher trainees in the School of Education at Makerere University and offers recommendations and conclusions stemming from the study. Most students and staff have basic understandings of concepts such as gender, sex, and sexual harassment, but are unfamiliar with the idea of gender responsive pedagogy. While there are graduate level courses that focus on gender, undergraduate students have limited contact with relevant instructors or coursework. Recommendations take into account that, given the structure of the university and the way prospective teachers are trained, such gender-affirming steps as affirmative action policies, a gender mainstreaming department within the Academic Registrar’s Office and the presence of a School of Gender and Women Studies at the university have little impact on teacher trainees or their trainers.

Despite repeated attempts to implement gender education in schools, numerous forms of resistance still persist, maintaining the current gender order, especially in Italy. Thus, in this paper, the authors focus on the practices of resistance opposed to gender education in kindergarten.

This study takes a qualitative approach, and data collection was conducted using ethnographic observations, a focus group and an in-depth interview. The authors used critical discourse analysis (cf: Fairclough's three-dimensional model).

As per our findings, teachers' resistance is attributed to “hegemonic masculinity” and “essentialism”. In the case of “hegemonic masculinity”, the discourses emphasise that male feminisation is a threat and female masculinisation is harmless. On the “essentialist” side, teachers' discourses focus on the segregation of genders that justify naturalised gender differences.

This study emphasises the need for specific training for figures as important and authoritative as teachers. In addition to the training of teachers who currently work in kindergarten, it is also necessary to address the issue at the institutional level, adding to the university courses the teaching of specific subjects related to gender.

This paper offers causes for reflection on a profession that has profound implications in our society and about the power of resistance to implementing gender education. The implications are discussed.

Different data sources are used simultaneously to disclose discursive practices of resistance to gender education in Italy.

This study aims to assess future teachers’ beliefs in their capabilities for sustainable gender equality (GE) practice after graduation and to analyze differences across degree and sex using a self-efficacy scale specifically designed and validated for this study.

A survey was administered to three cohorts of undergraduate and graduate student teachers at the University of Alicante, Spain. Using a convenience sample that represented the three teacher majors in early childhood, elementary and secondary education, 610 students were asked to rate their confidence in gender knowledge, skills and awareness using a six-point Likert scale.

Upon graduation, teachers reported unrealistic perceptions of their ability to practice a sustainable GE. The level of self-efficacy was found moderate in the three teacher cohorts with no statistically significant differences across degrees in any of the three efficacy components but gender attitudes were rated significantly higher by female students.

This study provides a reliable and valid instrument specifically helpful for guiding the education for the sustainable development (SD) of GE in instructional settings. Because there is no systemic approach to teaching sustainability nor valid and reliable instruments to assess gender competence for practicing a gender pedagogy, this tool will hopefully provide teacher education institutions a conceptual and practical framework on how GE can successfully be mainstreamed into the curriculum. Infusing SD of GE in curricula and assessing interventions as a habitual practice could be useful to monitor sustainability performance over time and assess contributions to SDG5.

The purpose of this paper is to investigate the gender stereotype of science by analysing the semantic attributes of gender in relation to three science subjects – chemistry, mathematics, and physics – among students and their science teachers.

This cross-sectional study applied a survey of 3,045 students and 123 teachers in secondary schools. The gendered image of science was assessed using a semantic differential consisting of 25 pairs of adjectives with semantically opposite meanings.

In summary, the results of the study demonstrate that from the female students’ perspective mathematics and physics are negatively related to female gender, whereas chemistry is neither significantly related to the male nor to the female profile. From the male students’ point of view mathematics is negatively related to the female gender, whereas chemistry and physics are positively related to the male gender. In the science teachers’ perception chemistry and physics combine feminine and masculine attributes, whereas the teachers’ perception of mathematics matches only with the male, but not with the female gender.

In contrast to previous research, the study is the first to analyse the gender stereotype of chemistry as well as to assess the gender image of three science subjects from students’ and teachers’ perspectives.

In Sweden, as in most western countries, progressive pedagogy has influenced the rhetoric of education policy and national curricula. In the early twentieth century, ideas about learning by doing and pupil centred education came to Sweden from countries such as Germany, Austria and the US. These ideas were primarily influenced by people interested in preschool education, a few persons who started progressive private schools and those who wanted to introduce a more equal and democratic compulsory school system for all children. However, sixty years and two World Wars elapsed before nine‐year co‐educational compulsory schooling, inspired by progressive ideas, was introduced in 1962 in Sweden.

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.

A questionnaire was used to collect data from a sample of 275 female and 260 male SMT teachers.

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.

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.

The aim of this study is to analyse teachers’ perceptions of information and communication technologies (ICT) and the effect they have on their students, comparing male and female teachers in rural and urban areas of Mexico.

This is a quantitative study with a validated questionnaire that records the perception of school teachers from a state in the northeast of Mexico. The questionnaire was designed by interviewing 20 teachers who have had problematic situations in the use of technology by students. The main problems that were perceived in their students were cyberbullying, cyberviolence, online pornography, excessive use of videogames and also lack of ability to use digital technology. Hypothesis testing was applied to identify differences between gender (female or male) and region (rural or urban), considering these problems and the efforts made by the school to address these issues.

Both the gender of the teaching staff and the region where the school is located are variables that are influencing the willingness to incorporate ICT issues that are affecting the well-being of students into the educational agenda. While teachers are the main actors in preparing their students on how to face these challenges, students in schools with mostly male teachers, or located in rural areas, will be in a situation of greater vulnerability to be victims of the problems that arise as part of ICT risks in a digital society

This article only offers a first approach to ICT and teachers’ perceptions. It is necessary to broaden the scope of this type of research to include different educational contexts and to ask questions that reveal in greater detail how schools are dealing with ICT and its possible risks and the factors that have influenced the successes or failures they are having in these attempts.

This finding can help schools to promote programs focused to apply ICT for student flourishment and help them to deal with the risk that digital technology is generating in young students.

Although multiple research have been conducted to address teachers’ perception about diverse topics, there has been no specific research on the self-perception of teachers in dealing with technology and preparing students for the problems presented by ICT and its risks. This research contributes to the literature on the impact that teachers’ perceptions can have on the adoption of technology in education, and how this can be different by gender and region.

The primary purpose of this study is to test the measurement invariance and the latent mean differences of the personal accountability measure (PAM) constructs.

Obtained through the Turkish version of the PAM from a random sample of 453 teachers working in elementary and secondary schools in Aksaray province, data were analyzed using multigroup confirmatory factor analysis (CFA) to test the measurement invariance and latent mean differences of the internal and external accountability constructs across gender, tenure, school grade and teacher branches, respectively.

Teacher internal and external accountability constructs were demonstrated in this study to be fully equivalent across gender and tenure, and partially equivalent across school grade and teacher branches. Latent mean comparisons showed that less-experienced tenure teachers, class teachers and ESL teachers in Turkey felt more internally accountable compared to their peers in other groups. No significant latent mean differences of teacher external accountability were observed across genders, tenures, school types or teacher branches.

This study contributes to research by providing further valuable information on the equivalencies of the external and internal accountability constructs across gender, tenure, school grade and branch for future research studying multigroup comparisons and structural relationships of personal accountability constructs. It also provides school principals and policymakers with more accurate, multigroup comparisons of teacher external and internal accountability dispositions across gender, tenure, school grade and branch.

With women constituting more than two-thirds of the world's approximately 800 million illiterate adults, the importance of gender and equality in education has never been clearer. The education of girls and women has long been associated with positive outcomes such as lower childbearing rates, improved health for women and their families, increased participation in household decision-making, and increased community participation (Wolf & Odonkor, 1997). Consequently, women's literacy and numeracy are widely understood as critical to individual and national development (Floro & Wolf, 1990). With more than 60 million school-aged girls currently not enrolled in school, however, the status of gender equality in education remains troubling, particularly in sub-Saharan Africa.