Krieg (2005) in his review of impact of teacher gender on student gender states that while a large body of research focuses on the gender of students, less research explores the impacts of a teacher's gender on students (Hopf & Hatzichristou 1999 ). Evidence suggests that male teachers tend to be more authoritative whereas female teachers tend to be more supportive and expressive (Meece, 1987 ). A survey of 20 teachers indicates that male teachers are likely to select a more aggressive disciplinary approach toward boys while teachers of either gender tended to ignore boys' disruptive behavior than that of girls when the behavior was not aggressive (Rodriguez, 2002). Krieg (2005) further reveals that researchers have found that teachers interact differently with students of similar gender than they do with students of opposite gender Einarsson, C., & Granström, K. (2002 ) This includes evidence suggesting disciplinary procedures and proclivity to discipline vary by both student and teacher gender. Likewise, a teacher’s perception of student characteristics and abilities appear to systematically vary by gender. Other studies find male students benefit at the expense of female students in the amount and quality of interaction received from teachers of both genders. What has yet to be determined is how these differences in discipline, perceptions of student ability, and interactions between student and teacher influence student outcomes as measured by standardized exams.
Table of Contents
EFFECT OF GENDER OF TEACHER ON STUDENTS:
BACKGROUND OF THE STATUS OF WOMEN IN SRI LANKA:
THE SYSTEM OF EDUCATION IN SRI LANKA:
FEMINISATION OF THE TEACHING PROFESSION IN SOUTH ASIA
Methodology:
FEMINIZATION OF TEACHING PROFESSION IN SRI LANKA
A. Feminization Across Sectors Of Education
B. Differences Between Rural And Urban Areas:
C. Differing Levels Of Gender Representation In Leadership And Management Positions:
D. Differing Levels Between Government, Private And Community/NGO Schools:
E. Differences Between Regions Or Low, Middle And High Income Countries:
F. Any Correlation Between Access, Retention Or Attainment Of Students And “Feminization” Of The Teaching Profession:
Feminization Of Teaching Is Related To Sexual And Class Divisions In Society;
DISCUSSION
Comparative Advantages:
Family Friendliness in Teaching:
Equal Opportunity and Gender Parity:
The Real Impact of Feminazation is Not Known
Research Objectives and Themes
This monograph provides an in-depth case study of the "feminisation" of the teaching profession in Sri Lanka, analyzing historical trends, socio-economic drivers, and the potential impact of a predominantly female teaching workforce on education outcomes and school management.
- Historical evolution of female participation in the Sri Lankan education sector.
- Statistical analysis of teacher gender distribution across districts, school types, and subject specializations.
- Sociological exploration of why teaching is perceived as "women's work" and its relation to family-friendly employment.
- Assessment of the correlation between teacher gender and student performance/school discipline.
- Investigation into gender representation within educational leadership and management hierarchies.
Excerpt from the Monograph
Effect of Gender of Teacher on Students:
Krieg (2005) in his review of impact of teacher gender on student gender states that while a large body of research focuses on the gender of students, less research explores the impacts of a teacher's gender on students (Hopf & Hatzichristou 1999). Evidence suggests that male teachers tend to be more authoritative whereas female teachers tend to be more supportive and expressive (Meece, 1987). A survey of 20 teachers indicates that male teachers are likely to select a more aggressive disciplinary approach toward boys while teachers of either gender tended to ignore boys' disruptive behavior than that of girls when the behavior was not aggressive (Rodriguez, 2002). Krieg (2005) further reveals that researchers have found that teachers interact differently with students of similar gender than they do with students of opposite gender Einarsson, C., & Granström, K. (2002) This includes evidence suggesting disciplinary procedures and proclivity to discipline vary by both student and teacher gender. Likewise, a teacher’s perception of student characteristics and abilities appear to systematically vary by gender. Other studies find male students benefit at the expense of female students in the amount and quality of interaction received from teachers of both genders. What has yet to be determined is how these differences in discipline, perceptions of student ability, and interactions between student and teacher influence student outcomes as measured by standardized exams.
Summary of Chapters
EFFECT OF GENDER OF TEACHER ON STUDENTS: This chapter reviews academic research on how teacher gender influences classroom dynamics, disciplinary approaches, and student-teacher interactions.
BACKGROUND OF THE STATUS OF WOMEN IN SRI LANKA: This section provides a historical and socio-political overview of women's rights and their status within Sri Lankan society and the labor market.
THE SYSTEM OF EDUCATION IN SRI LANKA: This chapter outlines the structure, history, and performance of Sri Lanka's public and private education systems.
FEMINISATION OF THE TEACHING PROFESSION IN SOUTH ASIA: This section places the Sri Lankan experience into a regional context, comparing it with trends in Bangladesh, Pakistan, and India.
Methodology: The author describes the data sources used, primarily the annual School Census of the Ministry of Education, and explains the methods used for re-analyzing trends from 2001 to 2009.
FEMINIZATION OF TEACHING PROFESSION IN SRI LANKA: This central chapter presents detailed data on teacher gender distribution across sectors, regions, and levels of administration.
Feminization Of Teaching Is Related To Sexual And Class Divisions In Society;: This chapter discusses whether the dominance of female teachers is linked to specific social or economic class divisions within the country.
DISCUSSION: This section synthesizes the findings, discussing the comparative advantages of teaching as a profession and themes of equal opportunity.
The Real Impact of Feminazation is Not Known: The concluding chapter summarizes the current state of knowledge and calls for further, more sophisticated research into the implications of a feminized teaching workforce.
Keywords
Feminisation, Teaching Profession, Sri Lanka, Gender Parity, School Census, Educational Leadership, Teacher Recruitment, Socio-economic Factors, Female Teachers, Academic Performance, School Management, Gender Stereotypes, Primary Education, Secondary Education, Workforce Trends.
Frequently Asked Questions
What is the core subject of this monograph?
The monograph explores the increasing dominance of women in the teaching profession in Sri Lanka, analyzing it as both a demographic shift and a socio-cultural phenomenon.
What are the central themes addressed in the text?
Key themes include the historical growth of female teacher numbers, the influence of teacher gender on student outcomes, the prevalence of gender stereotypes in subject specializations, and the disparity between female teachers and female administrators.
What is the primary research goal?
The primary goal is to document the extent of the feminization of teaching in Sri Lanka and to investigate the underlying factors—both social and professional—that have driven this transformation.
Which methodology does the author employ?
The research is primarily based on a comprehensive re-analysis of primary data from the Ministry of Education's School Census (2001–2009), supplemented by focus group discussions with teachers, managers, and parents.
What topics are covered in the main body of the work?
The work covers geographical distributions, the impact of the war on teacher deployment, the roles of private vs. government schools, and detailed breakdowns of teacher qualifications and subject specialties.
Which keywords best characterize this research?
The research is best characterized by terms such as feminisation, gender parity, teacher deployment, Sri Lankan education system, and educational management.
How does the author explain the high number of female teachers in primary education?
The author highlights cultural expectations, where a female teacher is viewed as a "substitute mother" who provides the necessary nurturing and care required by young children in grades 1 and 2.
Why does the author suggest that the teaching profession is considered "family-friendly"?
Teaching is seen as family-friendly because it allows for early end-of-day times, weekends off, and school vacations, which are highly valued by women balancing professional careers with family life in Sri Lankan culture.
What does the data suggest about gender in school leadership?
While the teaching workforce is highly feminized (over 70%), the data indicates that school management, particularly the position of School Principal, remains disproportionately held by men, though the number of female administrators has been steadily rising.
- Citar trabajo
- Dr Upali Sedere (Autor), 2011, 'Feminization' of Teaching Profession in Sri Lanka, Múnich, GRIN Verlag, https://www.grin.com/document/174290
