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Using an exceptionally rich, standardised education assessment dataset comprising over 1800 primary schools and 31,000 grade six students from 10 francophone Western and Central African countries, this study analyses the relationship between teacher gender, student gender, and student achievement. Findings indicate that, for girls, being taught by...
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... the purpose of this paper, it is advantageous to investigate summary statistics by teacherstudent gender allocation. Tables 1 and 2 present the PASEC data grouped into four sub-samples according to the four possible gender combinations. Table 1 explores summary statistics for grade 2 students. ...Context 3
... similar breakdown of summary statistics for grade 6 students can be found in Table 2. ...Context 4
... women teach larger classes but are less likely to teach multi-grade classes. Table 2 further presents estimates for students' appreciation of math and reading. Surprisingly, while students score much higher when taught by a female compared to a male teacher, their appreciation of the subject only slightly rises in case of reading, and actually falls in case of math when taught by a woman. ...Citations
... Although student-teacher gender congruence is expected to lead to positive effects, empirical evidence for this association is mixed (for cross-national comparisons see An et al., 2021;Cho, 2012). Positive relations between student-teacher gender congruence and students' performance were found for both females and males (Dee, 2007;Muralidharan & Sheth, 2016), and only for females and not for males (Lee et al., 2019;Zhang, 2019). Negative relations between student-teacher gender congruence and students' performance have also been found for females and not for males (Dee, 2007), 1 and only for males and not for females (Doornkamp et al., 2023). ...
Student–teacher gender congruence is suggested to be related to increased student performance, but little is known about the contexts in which these effects occur. Based on literature on gender stereotypes this study hypothesizes different effects of student–teacher gender congruence for male and female students across school subjects and in different educational contexts. Using administrative data of secondary schools in The Netherlands (N > 50,000), this study examined to what extent student–teacher gender congruence is associated with male and female students’ performance in the subjects math, physics, Dutch language, and French language. Further this study explored the role of students’ educational level, schools’ religiousness, and schools’ location in these relations. As expected, we found that gender congruence was positively related to female students’ performance in math and physics and to male students’ performance in Dutch language and French language. However, the role of educational context differed for male and female students across subjects and lacked a clear pattern that corresponded to the gender stereotypes hypotheses. This study emphasizes that effects of student–teacher gender congruence can differ in magnitude and direction in different contexts, encouraging future research to use qualitative methods to examine how context influences the role of gender in education.
... For instance, the female teachers were more effective when teaching students of the same gender (8). However, the studies indicate no significant gender disparity in teaching proficiency or the impact of teacher gender on student academic success (9). Research exploring the connection between gender and critical thinking has yielded mixed results. ...
... However, the research community notes a gap in understanding the direct impact of critical thinking on teacher performance. While critical thinking skills are crucial for evaluating student progress, it's unclear how these skills influence teacher performance (9,17). This study aims to bridge this gap by examining the relationship between cognitive skills, demographic factors like gender and qualification levels, and their effect on teacher performance. ...
Background: The performance of teachers in educational settings is a critical factor for effective learning. Recent studies have highlighted the significance of cognitive abilities, gender, education level, and other personal competencies in influencing teacher performance. However, there is limited research exploring these aspects in the context of Karachi's public and private schools. Objective: This study aimed to investigate the impact of cognitive skills and demographic factors such as gender and education level on the performance of teachers in Karachi. Methods: A quantitative research approach was adopted, utilizing a descriptive and correlational design. The population comprised teachers from both public and private sectors in Karachi, Pakistan. A sample of 250 teachers was selected through a simple random sampling method. Data were collected using standardized instruments, including Peter Honey’s Critical Thinking Questionnaire and the Critical Thinking Disposition Inventory for cognitive ability, and the Evaluation of Teaching Performance Questionnaire for teacher performance. Statistical analysis was conducted using SPSS version 25, employing tests such as Independent Sample t-Test, One-way ANOVA, Two-way ANOVA, and Linear Regression. Results: The study found that male teachers had a slightly higher mean cognitive ability score (M = 20.069, SD = 3.675) than female teachers (M = 19.531, SD = 3.816), but this difference was not statistically significant (t(248) = 0.948, p = 0.344). Similarly, no significant difference in teacher performance was observed between genders (t(241) = 0.533, p = 0.595). The factorial ANOVA indicated no significant effect of gender or education level on teacher performance (F(3, 234) = 0.190, p = 0.903). Additionally, no significant differences in teacher performance were found across different educational qualifications (F(3, 238) = 1.777, p = 0.152). However, a significant positive correlation between cognitive ability and teacher performance was identified (r = 0.575, p < 0.001). Conclusion: The study concludes that while gender and education level do not significantly impact teacher performance, cognitive abilities play a crucial role. This highlights the importance of focusing on cognitive skill development in teacher training programs.
... Negative attitudes, lack of motivation, and discriminatory behavior from teachers can demotivate female students, particularly in rural areas where teachers might lack motivation [7]. Punishments, threats, and bullying, especially related to gender issues, can emotionally affect girls more than boys, leading to dropout [8]- [10]Additionally, the absence of female teachers affects girls' comfort and performance, as demonstrated in various studies [11]- [14] The availability and quality of feminine sanitary facilities signi cantly impact girls' school attendance [11], [15]. Lack of proper facilities, menstrual hygiene management, and access to sanitary materials can lead to embarrassment and discomfort, causing girls to stay home during menstruation [16], [17]. ...
... The absence of female teachers, highlighted in the study, as well as the lack of proper feminine sanitary facilities, resonates with literature emphasizing the role of teachers and the quality of sanitary facilities in girls' school attendance [12]- [14], [47]. These ndings underscore the importance of addressing infrastructural and social aspects to promote girls' education. ...
Contextualized within global efforts to advance sustainable development, research into the dropout rates of rural secondary school girls in low-income nations gains profound relevance. Through Self-determination theory, and motivated by Sustainable Development Goals 4 and 5, the study examines the psychological needs impacting female students' motivation to drop out of school. Through semi-structured interviews, observations, and document analysis, it delineates the adverse effects of compromised autonomy, competence, and relatedness attributed to systemic challenges within educational institutions, pedagogical practices, and familial settings. The findings underscore the criticality of enhancing the educational engagement and retention of girls, pinpointing educator absenteeism, peer ridicule, parental indifference, stringent parenting, economic hardships, and alternative career aspirations as pivotal to understanding dropout dynamics. The recommendations for bolstering girls' perceptions are imperative for fostering conducive learning environments for sustained educational participation. Our emphasis on targeted interventions and the call for comprehensive future research resonate with the SDGs' overarching framework, advocating for evidence-based policies and practices that can drive sustainable development across multiple domains. This study contributes to the academic discourse on educational retention and provides actionable insights for stakeholders towards the realization of the SDGs, highlighting the interconnectedness of educational attainment, gender equality, and sustainable development.
... Mathematics comes out clearly as a core subject to be learned. Lee (2019) observed that Mathematics knowledge plays a crucial role in understanding the contents of other subjects such as Chemistry, Physics, Biology, and Geography, and related the importance of Mathematics to the scientific, industrial, technological, and social progress of society (Bear et al., 2018). ...
This paper aimed to determine the effect of classroom engagement on students’ academic performance in Mathematics subject in public day schools in Rwanda, the case of Musanze District. This study adopted a descriptive research design using a mixed methods research design; a combination of both quantitative and qualitative forms of research. The target population for this study was the educational practitioners in the district including students, teachers, head teachers, and sector education officers in the district. Thus, the total population was 1600 participants. A sample random technique was used to sample 320 respondents taken as a sample size. Analysis of data was aided by Statistical Package for Social Science (SPSS) version 21 and output was exported to Microsoft Word in the form of tables for the purpose of reporting. From the findings, the study revealed that the overall mean of students’ engagement was found to be 3.63 (SD = .24). Respondents were found to be more engaged in social engagement (x̄= 3.98, SD = .63), followed by emotional engagement (x̄= 3.96, SD = .52), behavioural engagement (x̄= 3.46, SD = .44) and cognitive engagement (x̄= 2.80, SD = .28). Results showed a significant positive relationship between classroom engagement with academic performance of students in Mathematics (r = 0.668; p < 0.001). Multiple linear regression analysis showed that classroom engagement contributed to 67.9% of the variation in students’ performance, hence playing a vital role in students’ academic performance in Mathematics subject.
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... At the same time, an experiment at a US university found that male primary school teachers were not the first choice for parents, even though parents gave both genders a positive assessment of their abilities (Kim & Weseley, 2017). Although gender inequality in primary school teachers also exists in some countries in Africa, particularly in West and Central Africa, it is due to a shortage of female teachers (Lee et al., 2019). Meanwhile, Lee and researchers (2019) know from their research that adding women teachers can reduce gender inequality in student education. ...
The percentage of male primary school teachers participating in the classroom has been a very small fraction. Only about 30% of primary school teachers are male compared to female teachers. In fact, the over-reliance on female teachers in primary schools has led to some psychological problems among some students. These include stereotypes of male teachers as “hard” and unapproachable. From the perspective of male students, they are more likely to be labelled as “feminine”. As more and more primary schools have increased their emphasis on the participation of male teachers in the classroom, student achievement has not only improved, but their perceptions of gender identity have also become more holistic. In addition to this, a reasonable ratio of male to female teachers will also have a more positive impact on the composition and behaviour of parents in the family. Therefore, the lack of male teachers in primary schools can be effectively balanced through reasonable training methods and fair recruitment channels. It will also contribute to the more comprehensive development of students.
... Another example comes from Bradshaw et al. (2013), which shows that for effective bullying prevention, teachers want more training on cyberbullying and bullying related to students' sexual orientation, gender issues, and racial issues. Lee et al. (2019) use data from 10 francophone Western and Central African countries to show that traditional academic gender stereotypes remain prevalent among both male and female teachers. Saloviita and Schaffus (2016) highlight how Finnish teachers are more inclusive towards children with special needs than German teachers due to the academic environment around 80 The World Bank Research Observer, vol. ...
... The positive and statistically significant relationship between female teachers and education outcomes strongly suggests that female teachers are instrumental in enhancing education outcomes in developing countries. Previous studies by Muralidharan et al. (2016), Gong et al. (2018), Xu & Li (2018), Eble & Hu (2020), Lee et al. (2019), and Paredes (2014) have consistently found that female teachers are more helpful in improving the female education outcome in developing countries and having a litter or no adverse impacts on male pupils. Similarly, the finding of Card et al. (2022), Kirk (2006), Wahsheh & Alhawamdeh (2015), World Bank (2001b), Herz et al. (1991), Rugh (2000), and Banerjee et al. (2000) also reach the same conclusion, whereas the finding of this study also adds some blocks on existing literature. ...
In the realm of development economics, foreign aid and economic development are interconnected concepts, both in theory and practice. Education, a fundamental human right, plays a pivotal role in shaping human capital and driving economic progress. With this in mind, the primary objective of this study is to explore the relationships between education aid and the various levels of schooling, namely primary, secondary, and tertiary, in developing countries. The effect of the primary, secondary, and tertiary level education aid of fifty developing countries with 19 years of panel data was investigated to determine the relationship with Primary Completion Rate, Secondary School Net Enrolment Rate, and Tertiary Gross Enrolment Rate, respectively. The study used the system GMM (One-step GMM and Two-step GMM). The findings suggest that a statistically significant relationship exists between education aid and various levels of education, and education aid effectively enhances the education outcome in developing countries. The findings also underline the importance of establishing sound economic foundations, addressing corruption, maintaining optimal Pupil-Teacher Ratio, and emphasizing female teachers. These factors collectively contribute to fostering an enabling environment for enhancing education outcomes in developing countries.
... Several studies have shown that having a female teacher in primary or secondary schools matters for female students' performance in math and science. (Gong et al., 2018;Lee et al., 2019;Muralidharan & Sheth, 2016;Paredes, 2014). Notably, these positive effects are often observed in low-income settings, suggesting that the role model effect of female teachers may be context-specific (Card et al., 2022). ...
Although secondary Vocational-Technical Education (VTE) is highly prevalent in low-income settings in the developing world, this sector remains understudied in the Economics of Education literature. Situated in the Chilean context, this study examines the effect of exposure to a female VTE teacher on STEM pipeline persistence from secondary to post-secondary level. We find that having at least one female teacher in secondary STEM-VTE programs increases overall enrollment in STEM higher education programs by 2.1 percentage points, primarily driven by women choosing postsecondary VTE diplomas in STEM fields. The effect of female VTE teachers in enrollment in these diplomas reaches 4.0 percentage points, equivalent to an 18% reduction in the observed gender gap. We argue that female VTE teachers, acting as role models, have the potential to mitigate the traditional barriers that young women encounter to persist in the STEM pipeline, thereby contributing to closing the STEM gender gap.
... At the teacher level, we included basic demographic characteristics including teacher gender (TT3G01, female = 1 and male = 0), the highest level of formal education completed (TT3G03, master's or doctoral degree = 1, else = 0), job experience (TT3G11B), teaching offered a steady career path (TT3G07A, moderate/high importance = 1, else = 0), and enrollment in target class (TT3G38) in our model to control for any effect they may have had on instructional practices. To incorporate these variables, we relied on several previous studies reporting that teacher gender (Lee et al., 2019;Thoonen et al., 2011), job experience (Thoonen et al., 2011), and class size (Greenwald et al., 1996) are related to teacher instructional practices. ...
Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers’ instructional practices and to investigate how distributed leadership predicts teachers’ membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching.
... First, numerous research has found that boys get lower grades than girls (Falch & Naper, 2013). Also, if the teacher and the student are of the same sex, the student is more likely to get higher scores (Lee et al., 2019). In this regard, we are interested in whether the grade inflation is gender-specific and examine the impact on boys and girls respectively. ...
... ***p < 0.01, **p < 0.05, *p < 0.1. 16 A reasonable speculation is that female teachers may give female students higher grades out of the same-gender effect (Lee et al., 2019). Notes: This table shows the grade inflation for student psychology. ...
