Male and female teachers’ perspectives on gender differences in the primary classroom

Abstract

The aim of this research study was to investigate the way a male and a female teacher address gender differences in the classroom and analyse whether the teacher’s gender has an impact on the pupils’ overall classroom experience. To gather the information that was required, the researchers took turns to observe and interview a male and a female teacher, who were both teaching at the same school and the same year group. Following a thorough analysis of the data, the researchers were able to put the findings into writing. This study has shown that the male and female teacher shared both similarities and differences when engaging in classroom practices. Some of the literature was in agreement with the researchers’ findings of this research study, whilst other literature studies appeared to contradict them. The data analysis was split into two parts; one part concerned the differences due to the teacher’s gender and the other part had to do with the teacher participants’ gender stereotypes. In the first part, the researchers found out that each teacher differed in the amount of autonomy they gave to their pupils. Participants also differed in their classroom display and set up. Another major difference which emerged was the teachers’ priority over content coverage or the pupils’ emotional well-being. This in turn reflected on the teachers’ attitudes towards teaching. In the second part, each teacher differed on what they attributed to be the cause of disruptions. Furthermore, both teachers made use of stereotypical examples in some of their lessons.