Teacher Gender, Student Gender, and Primary School Achievement: Evidence from Ten Francophone African Countries

Lee, Jieun; Rhee, Dong-Eun; Rudolf, Robert

doi:10.1080/00220388.2018.1453604

Cited by 38 publications

(31 citation statements)

References 29 publications

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“…The findings showed that productivity did not differ significantly among employees apart from the punctuality aspect of work which was relatively higher in men. Based on a rich dataset that was made up of 1,800 primary schools and 40, 000 students in ten francophone Sub-Saharan African countries, Lee, Rhee and Rudolf (2017) found out the link between teacher gender, student gender, and performance level. The results indicated that female teachers had high level of achievement in terms of teaching style, and this had considerable influence on female and male students' achievement.…”

Section: Introductionmentioning

confidence: 99%

Gender Differences in Motivation and Teacher Performance in Core Functions in Kenyan Secondary Schools

Wanakacha¹,

Aloka²,

Nyaswa³

2018

Academic Journal of Interdisciplinary Studies

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This study investigated gender differences in teacher motivation and performance of the core functions. A mixed method research approach was adopted and within it the concurrent triangulation design was used. The target population was 223 teachers, 45 Principals, 45 DOS's, and 1 DQASO. The sample size comprised of 100 teachers, 14 Principals, 14 HOD's Co-curricular, 14 DOS's and 1 DQASO. Validity was ensured by expert judgment by University supervisors at CUEA and their input were incorporated in the final document while reliability of the instruments was ensured and determined by piloting the instruments in four secondary schools of different categories which constituted 10% of the population. A Cronbach reliability coefficient of 0.7134 was reported. Data collected from questionnaire was analyzed using descriptive statistics in form of percentages, means and frequency counts as well as independent samples t-test. The study reported that gender difference did not have an effect on both intrinsic and extrinsic motivation of teachers to perform their core functions. The study also found that gender difference did not have an effect on teachers to perform their core functions. The Kenyan Teachers Service Commission should work out incentive packages to increase teachers' motivation to perform their core functions effectively.

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Section: Introductionmentioning

confidence: 99%

Gender Differences in Motivation and Teacher Performance in Core Functions in Kenyan Secondary Schools

Wanakacha¹,

Aloka²,

Nyaswa³

2018

Academic Journal of Interdisciplinary Studies

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“…A similar stance was reported by Lam et. al, (2010), Lee, Rhee, & Rudolf, (2018), Luschei(2011) and Oregan (2007) who concluded that students' performance improved in reading when instructed by a female teacher.…”

Section: Discussionmentioning

confidence: 97%

EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading

2019

JEP

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EFL teachers' proficiency seems to contribute to the reading difficulties that early graders encounter. This paper investigates the knowledge, beliefs, practices and awareness in phonological awareness (PA) of twohundred and ten ramdonly selected EFL in-service teachers and then examines the impact of teachers' experiences, qualifications, and gender on shaping teachers' instruction. The researchers used a four-section survey to collect teachers' demographic information, perceived and actual knowledge of phonological awareness and classroom practices related to PA, phonics, and syllabication. The results reported teachers as moderate level in the beliefs, practice and awareness of PA. In terms of teachers' knowledge in PA, however, results showed teachers lacking the basics in teaching reading. Implications for EFL teacher education and preparation are highlighted.

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“…Our results indicate that the effect of biased teachers on gender gap depends on the gender of the teacher. Thus, we also add to the literature exploring the effect of teacher's gender on learning outcomes (Dee, 2007;Paredes, 2014;Muralidharan and Sheth, 2016;Lim and Meer, 2017;Xu and Li, 2018;Lee et al, 2019). Evidence from these studies suggests that female teachers may have a positive role-model effect on girls while being as effective as male teachers in teaching boys.…”

Section: Introductionmentioning

confidence: 85%

“…More broadly, we contribute to the wide literature on gender disparity in education outcomes in developing countries. While most of this literature so far has analyzed household level factors or access to education, our paper relates to a few studies that explore the role of teachers in girls' education (Rawal et al, 2010;Lee et al, 2019). In the context of USA, Hanushek (2011) and Chetty et al (2014) show that teacher quality has far-reaching influence on adult-life earnings of students.…”

Section: Introductionmentioning

confidence: 99%

Biased Teachers and Gender Gap in Learning Outcomes: Evidence from India

Rakshit

Sahoo

2019

SSRN Journal

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Teacher Gender, Student Gender, and Primary School Achievement: Evidence from Ten Francophone African Countries

Cited by 38 publications

References 29 publications

Gender Differences in Motivation and Teacher Performance in Core Functions in Kenyan Secondary Schools

Gender Differences in Motivation and Teacher Performance in Core Functions in Kenyan Secondary Schools

EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading

Biased Teachers and Gender Gap in Learning Outcomes: Evidence from India

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