Gender and Gender Role Differences in Student-Teachers' Commitment to Teaching

Autor/inn/en	Moses, Ikupa; Admiraal, Wilfried F.; Berry, Amanda K.
Titel	Gender and Gender Role Differences in Student-Teachers' Commitment to Teaching
Quelle	In: Social Psychology of Education: An International Journal, 19 (2016) 3, S.475-492 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-016-9340-3
Schlagwörter	Sex Role; Gender Differences; Student Teachers; Student Teacher Attitudes; Motivation; Foreign Countries; Questionnaires; Rating Scales; Personality Measures; Masculinity; Femininity; Sexual Identity; Multivariate Analysis; Intention; Occupational Aspiration; Career Choice; Teaching (Occupation); Tanzania; Bem Sex Role Inventory + Suchen Sie Ihr Suchwort? Geschlechterrolle; Geschlechterkonflikt; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; psychologische; Motivation (psychologisch); Ausland; Fragebogen; Rating-Skala; Männlichkeit; Femaleness; Weiblichkeit; Geschlechtsidentität; Sexuelle Identität; Multivariate Analyse; Berufsneigung; Berufsziel; Teaching; Lehrberuf; Tansania
Abstract	Low commitment to teaching amongst teachers is a problem facing the teaching profession in many countries. Gender might be an important factor in explaining what kinds of prospective teachers are attracted to teaching. This empirical study examined the relationship between student-teachers' gender, gender roles and commitment to teaching within the context of a large, university-based teacher education program in Tanzania. A self-report questionnaire was administered, comprising commitment to teaching items, gender as a demographic variable and items from Bem sex role inventory (BSRI). Cluster analysis on the masculine and feminine scale of the BSRI indicated three clusters: (1) highly androgynous students with high scores on both masculine and feminine scales, (2) medium androgynous students with relatively high scores on both masculine and feminine scales, and (3) low androgynous students with low scores in relation to the other two groups on both masculine and feminine scales of the BSRI. More female than male student-teachers reported to be highly androgynous. Covariance analysis showed that gender roles were significantly related to commitment to teaching and to intention to enter the teaching profession. Highly androgynous student-teachers reported significantly more commitment to teaching and higher intentions to enter the teaching profession compared to medium and low androgynous student-teachers. No significant relationships were found between gender, on the one hand, and commitment to teaching and the intention to enter the teaching profession, on the other hand. Findings are discussed in the context of teacher and teacher education in Tanzania. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01