Teachers’ job satisfaction and gender imbalance at school

Abstract

The paper aims to evaluate and compare across a large range of countries the impact of gender diversity on the overall job satisfaction of lower-secondary education teachers. It also seeks to examine whether the effects of gender similarity are asymmetrical for men and women. The empirical evidence is based on the estimation of multilevel models that control for individual characteristics, work-related factors, and school-based variables. The results may be suggestive for policy makers and educational planners who are initiating interventions designed to promote diversity within the education system and to remasculinize the teaching profession 10 Except when the data are missing completely at random, which is rarely the case. 11 Namely, replacing missing data by sample means of complete observations. 12 That is, replacing missing values on an explanatory variable with a zero (or, more generally, with any constant) and including an indicator of missingness as an additional predictor in regression models. 13 According to Schafer (1997), three to five imputations yield excellent results 14 CABA, Italy, Singapore, and Spain are excluded from the pooled sample of countries because data for some variables are not available for all respondents or are not applicable. teachers in school j, is a dummy variable accounting for 1 if teacher i in school j is female and zero otherwise, is an interaction term between teacher gender and the proportion of female teachers in school j, is a vector of personal characteristics, denotes a vector of school characteristics, and and are error terms at the school and teacher level, respectively. Significance levels: *** p<0.01; ** p<0.05; * p<0.10; + p<0.20. Source: Authors' estimates based on the TALIS 2018 international database.

Development and validation of a scale to measure the simulation-based learning outcomes in teacher education

“…First, there is a gender imbalance in the sample, which could be considered misleading and hinder the drawing of further conclusions from this study. However, the gender imbalance has been reported and is recognized as a characteristic of the field of teacher education (Lassibille and Navarro-Gómez, 2020); hence, we believe that these findings can be considered representative of the relevant populations. Second, the tools used, i.e., both self-reported questionnaires and interviews, are subject to social desirability bias.…”

“…Most participants were 10. 3389/feduc.2023.1116626 Frontiers in Education 04 frontiersin.org women (85%), which coincides with the known gender imbalance in education (Lassibille and Navarro-Gómez, 2020). We continued collecting qualitative data until data saturation was reached.…”

Diversifying the Teaching Profession

“…Their findings indicate that higher representation of female teachers is significantly and negatively associated with job satisfaction. Moreover, female teachers gain significantly more job satisfaction as the representation of male teachers in the workplace increases, whilst male teachers' job satisfaction is not significantly affected (Lassibille and Navarro Gómez 2020). Variations between countries, however, may suggest that increasing the representation of male teachers will improve job satisfaction in settings where teacher gender diversity is lacking and notions of equality are valued (e.g., Australia), but decrease job satisfaction in already genderbalanced workplaces (e.g., the Netherlands), or where job satisfaction may be negatively affected by increased male competition in the workplace (e.g., the United States of America [USA]).…”

List-keepers and other carrier bag stories: Academic mothers' (in)visible labor during the COVID-19 pandemic

“…While teaching has been a space that has been traditionally welcoming to women's employment ( Lassibille & Navarro Gómez, 2020 ), higher education has remained primarily man-dominated, consistently a space of struggle and inequality for women and, more specifically, mothers. The race for publications, rank, salary, and job security puts academic mothers behind women scholars without children, single men, and fathers ( Delaney et al, 2021 ; Matulevicius et al, 2021 ).…”