The Relationship between Gender and Student Engagement, Instructional Strategies, and Classroom Management of Iranian EFL Teachers

Abstract

Teachers' self-efficacy is of critical significance for both female and male teachers, and it can affect their job life. In spite of the fact that some scholars have investigated self-efficacy, there are no studies regarding teachers' gender and their subscales of self-efficacy (i.e. student engagement, instructional strategies, and classroom management). Therefore, this study aimed at investigating the relationship between gender and subscales of self-efficacy of Iranian EFL teachers. So, 34 EFL teachers who were teaching in private English language institutes in Karaj were asked to complete Teachers' Sense of Efficacy Scale (TSES) questionnaire. After analyzing the data, it was revealed that males and females did not differ as far as classroom management was considered. However, they differed in terms of student engagement and instructional strategies; male teachers were better at student engagement, while female teachers were better at instructional strategies.

Teachers’ Self-efficacy Beliefs: The Relationship between Gender and Instructional Strategies, Classroom Management and Student Engagement

“…This implies that female teachers are more likely to adjust their lessons to the proper level for individual pupils, implement alternative strategies in their classroom, provide appropriate challenges for every capable student, give an alternative explanation or example when students are confused, respond to difficult questions from their students, use a variety of assessment strategies, gauge students' comprehension of what they have taught and craft good questions for their students than their male teachers. This finding is consonance with previous studies of Klassen and Chiu (2010) and Nejati et al (2014). For example Nejati et al found significant relationship between gender and instructional strategies where female teachers reported better efficacy in instructional strategies than male teachers in a study conducted to examine the relationship between gender and subscales of self-efficacy of Iranian EFL teachers.…”

“…Throughout the world, it appears that there is general consensus among educators and researchers about the fundamental role that teachers play in teaching and learning process. Both theoretical and empirical studies have considered the importance of teachers in ensuring effective and efficient teaching and learning (Gurbuzturk & Sad, 2009;Nejati, Hassani 2001). In view of this, one major reason that influences the progress of any educational system is by employing highly qualified teachers.…”

Gender Differentials Among Teachers’ Classroom Management Strategies In Pakistani Context

“…Martin &Yin (1997) found male teachers' behaviours to be more controlled, authoritarian, rigid, impersonal, assertive and aggressive than female teachers. On the other hand, Nejati, Hassani and Sahrapour (2014) found out that female teachers are better at instructional strategies while males are better at student engagement. This variety of results may be due to cultural considerations and different environments.…”

“…As a result, there is need to investigate the differences between teachers' gender in classroom management strategies in Pakistani context. In addition, as it was stated above, existing studies on the subject of the relationship between teachers' gender and classroom management are controversial: Some of the studies (Rahimi & Asadollahi (2012) state that there isn't any link between teachers' gender and their classroom management methods, and some of them Yin (1997, 2003), Nejati, Hassani and Sahrapour (2014) suppose that there is a relationship.…”

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“…Higher occupational wellness in the female teachers was probably because female teachers are usually more attentive, organized, talkative and meticulous than male teachers and therefore are more competent at implementing appropriate instructional strategies to enhance the teaching-learning process (Nejati, Hassani, & Sahrapour, 2014). Another reason for higher occupational wellness could have been that the female teachers experienced greater job satisfaction than the male teachers due to their highly empathetic nature (Anderson, 2011).…”