THE IMPACT OF TEACHERS’ GENDER ON LANGUAGE LEARNING OUTCOMES AT THE HIGHER SECONDARY LEVEL IN DISTRICT MANDI BAHAUDDIN
Main Article Content
Abstract
The aim of this quantitative research is to assess the impact of teacher gender on language learning proficiency among higher secondary students in District Mandi Bahauddin. A sample of 300 students, divided equally by gender, exposed to male and female language teachers, completed teaching effectiveness perception questionnaires and standardized language proficiency assessments tailored to their grade level. The primary conclusion of the research is that students’ mean scores in language proficiency (p < 0.001) indicated that with female teachers, students performed significantly better than with male teachers. Female teachers were considered more friendly, clearer in explanation, and more active in letting students speak, whereas male teachers were rated higher in classroom management. Moreover, the overall perceptions of the students showed a strong positive correlation to language achievement, particularly with female teachers. The data showed that the gender of a teacher seriously impacts the students’ performance in class, classroom motivation and therefore success in college and university languages. There is a clear call for skill development and gender consideration in teaching in distinction to what is claimed the gender of the teacher. The study works to provide relevant information on how policy makers and educators can improve the quality of education in languages in relations to culture in District Mandi Bahauddin.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Abbas, A., & Smith, J. (2023). Gender inequality in education: a comprehensive examination of social science studies. The Critical Review of Social Sciences Studies, 1(01), 11-22.
Adigun, C. O. (2023). Teacher Socio-Linguistic Factors and Learning Outcomes in English Language Among Public Senior Secondary Students in the Ibadan Metropolis, Nigeria (Doctoral Dissertation).
Akhigbe, J. N., & Adeyemi, A. E. (2020). Using gender responsive collaborative learning strategy to improve students’ achievement and attitude towards learning science in virtual and hands-on laboratory environment. Journal of Pedagogical Research, 4(3), 241-261.
Anwar, N., Saeed, M., & Qamar, Z. (2024). Female Teachers’ Performance Working in Government Girls and Boys Primary and Elementary Schools: A Comparative Study. Pakistan Languages and Humanities Review, 8(2), 172-183.
Cohen, A. D., & Henry, A. (2019). Focus on the language learner: Styles, strategies and motivation In An introduction to applied linguistics (pp. 165-189). Routledge.
Guay, F. (2022). Applying self-determination theory to education: Regulations types, psychological needs, and autonomy supporting behaviors. Canadian Journal of School Psychology, 37(1), 75-92.
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language teaching research, 28(1), 201-230.
Krishnan, J., Black, R. W., & Olson, C. B. (2021). The power of context: Exploring teachers’ formative assessment for online collaborative writing. Reading & writing quarterly, 37(3), 201-220.
Lavy, V., & Sand, E. (2018). On the origins of gender gaps in human capital: Short-and long-term consequences of teachers' biases. Journal of Public Economics, 167, 263-279.
Luong, P. A. (2022). Applying the concepts of “community” and “social interaction” from Vygotsky’s sociocultural theory of cognitive development in math teaching to develop learner’s math communication competencies. Vietnam Journal of Education, 209-215.
Mousa, M. (2021). It is not a man's world: perceptions by male faculty of the status and representation of their female colleagues. International Journal of Educational Management, 35(7), 1476-1491.
Sahlberg, P. (2021). Finnish lessons 3.0: What can the world learn from educational change in Finland?. Teachers College Press.
Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401-420.