Female Science and Mathematics Teachers: 'Better than They Think?' IEA Compass: Briefs in Education. Number 13. Special Issue
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| Title: | Female Science and Mathematics Teachers: 'Better than They Think?' IEA Compass: Briefs in Education. Number 13. Special Issue |
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| Language: | English |
| Authors: | Hastedt, Dirk, Eck, Matthias, Kim, Eunsong, Sass, Justine, International Association for the Evaluation of Educational Achievement (IEA) (Netherlands), United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France) |
| Source: | International Association for the Evaluation of Educational Achievement. 2021. |
| Availability: | International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl |
| Peer Reviewed: | N |
| Page Count: | 12 |
| Publication Date: | 2021 |
| Intended Audience: | Policymakers; Teachers; Practitioners |
| Document Type: | Reports - Evaluative |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 8 Junior High Schools Middle Schools Secondary Education Elementary Secondary Education |
| Descriptors: | Gender Differences, Teacher Characteristics, Science Achievement, Mathematics Achievement, Self Efficacy, Job Satisfaction, Grade 4, Grade 8, Women Faculty, Females, Science Teachers, Mathematics Teachers |
| Assessment and Survey Identifiers: | Trends in International Mathematics and Science Study |
| ISSN: | 2589-7039 |
| Abstract: | Using the International Association for the Evaluation of Educational Achievement's (IEA's) Trends in International Mathematics and Science Study (TIMSS) 2015 data, this brief explores the relationship between teachers' gender and students' mathematics and science achievement, as well as gender differences in science and mathematics teachers' self-efficacy and its relation to job satisfaction. We find that there is no direct relationship between the gender of the teacher and students' performance in science and mathematics. Grade 4 and 8 students taught by female teachers perform just as well in science and mathematics than their peers taught by male teachers. Yet, results show that female science and mathematics teachers have less self-efficacy than their male counterparts. Additionally, the relationship between self-efficacy and job satisfaction is positive, and this relation is particularly strong for female science and mathematics teachers. The brief concludes with a discussion of the potential implications of these results, some suggested actions to build female science and mathematics teachers' self-efficacy, and areas for further research. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | ED615131 |
| Database: | ERIC |
| Abstract: | Using the International Association for the Evaluation of Educational Achievement's (IEA's) Trends in International Mathematics and Science Study (TIMSS) 2015 data, this brief explores the relationship between teachers' gender and students' mathematics and science achievement, as well as gender differences in science and mathematics teachers' self-efficacy and its relation to job satisfaction. We find that there is no direct relationship between the gender of the teacher and students' performance in science and mathematics. Grade 4 and 8 students taught by female teachers perform just as well in science and mathematics than their peers taught by male teachers. Yet, results show that female science and mathematics teachers have less self-efficacy than their male counterparts. Additionally, the relationship between self-efficacy and job satisfaction is positive, and this relation is particularly strong for female science and mathematics teachers. The brief concludes with a discussion of the potential implications of these results, some suggested actions to build female science and mathematics teachers' self-efficacy, and areas for further research. |
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| ISSN: | 2589-7039 |
