Does Gender Influence Teachers' Subject Matter Knowledge, Pedagogical Knowledge and Teaching Styles in Lesson Delivery?
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| Title: | Does Gender Influence Teachers' Subject Matter Knowledge, Pedagogical Knowledge and Teaching Styles in Lesson Delivery? |
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| Language: | English |
| Authors: | Folasade Esther Jimola (ORCID |
| Source: | Research in Pedagogy. 2025 15(2):457-470. |
| Availability: | Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Gender Differences, Knowledge Level, Pedagogical Content Knowledge, Teaching Styles, Secondary School Teachers, Literature, English Instruction, Foreign Countries, English Teachers |
| Geographic Terms: | Nigeria |
| ISSN: | 2217-7337 2406-2006 |
| Abstract: | Variation and distinctiveness exist in teachers' mastery of subject matter, teachers' teaching styles, and ways in which they carry out pedagogical practices. Several studies present contradictory findings on factors that account for variation and distinctiveness in teachers' classroom delivery. This study, therefore, seeks to investigate if teachers' gender could be a driving force for such variance and idiosyncrasies in Literature-in-English teaching delivery. The study examines Literature-in-English teachers' perception of the influence of gender on their teaching practices, and also explores Literature-in-English students' preference for teachers' gender in Ekiti State. The study was a descriptive research of a survey type. Five research instruments were used for the study. The sample size of the study comprised 127 teachers who teach Literature-in-English and 632 students in Arts Class in public senior secondary schools. Descriptive statistics of frequency counts, percentages, mean scores and standard deviations were used in the analyses. The hypotheses were tested with inferential statistics of multiple regression analysis at a 0.05 level of significance. The findings showed that the manner in which male Literature-in-English teachers teach and relate with students differs from female teachers. Findings revealed that teachers' teaching styles, content mastery and pedagogical know-how are not determined by teachers' gender. Mention is made that recruitment of Literature-in-English teachers should not be gender-specific, while teachers should bear it in mind that effective classroom delivery is not occasioned by teachers' gender. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498262 |
| Database: | ERIC |
| Abstract: | Variation and distinctiveness exist in teachers' mastery of subject matter, teachers' teaching styles, and ways in which they carry out pedagogical practices. Several studies present contradictory findings on factors that account for variation and distinctiveness in teachers' classroom delivery. This study, therefore, seeks to investigate if teachers' gender could be a driving force for such variance and idiosyncrasies in Literature-in-English teaching delivery. The study examines Literature-in-English teachers' perception of the influence of gender on their teaching practices, and also explores Literature-in-English students' preference for teachers' gender in Ekiti State. The study was a descriptive research of a survey type. Five research instruments were used for the study. The sample size of the study comprised 127 teachers who teach Literature-in-English and 632 students in Arts Class in public senior secondary schools. Descriptive statistics of frequency counts, percentages, mean scores and standard deviations were used in the analyses. The hypotheses were tested with inferential statistics of multiple regression analysis at a 0.05 level of significance. The findings showed that the manner in which male Literature-in-English teachers teach and relate with students differs from female teachers. Findings revealed that teachers' teaching styles, content mastery and pedagogical know-how are not determined by teachers' gender. Mention is made that recruitment of Literature-in-English teachers should not be gender-specific, while teachers should bear it in mind that effective classroom delivery is not occasioned by teachers' gender. |
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| ISSN: | 2217-7337 2406-2006 |
