THE IMPACT OF TEACHERS’ GENDER DIFFERENCES ON CLASSROOM MANAGEMENT

Article Sidebar

PDF
Published: Sep 17, 2015

Main Article Content

Doğa Oktan
European University of Lefke
Çağda Kıvanç Çağanağa
European University of Lefke

Abstract

Teachers perceive classroom management as one of the most crucial and enduring aspects in education. This study aims to explore impacts of female and male teachers on classroom management at European University of Lefke. The study also intends to investigate the differences between the classroom management strategies of an experienced female EFL teacher and an experienced male EFL teacher. Qualitative method was used for data collection and data analysis. Reflected reports were required from a male and a female teacher. In addition, semi-structured interviews were conducted to the same male and female teachers. Results indicate that there is no significant difference on the classroom management according to the genders of the teachers.

Keywords: Gender, female, male, classroom management

Article Details

Issue
Vol. 2 No. 4 (2015)
Section
Articles

Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right  of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.

Author Biography

Çağda Kıvanç Çağanağa, European University of Lefke

Assist. Prof. Dr. Çağda Kıvanç Çağanağa - the author worked as a Lecturer in English Preparatory School of European University of Lefke (EUL) between 1997-2005. Since 2005, she has taught in the department of English Language Teaching in the same University. She has two master degrees; one on ELT and one on International Relations. She has completed her Phd degree in the faculty of education on educational administration and supervision. She had various administrative duties in EUL. She has publications on classroom management, teacher training, critical reflection, and educational administration.

References

Allana, A., Asad N. and Sherali, Y. (2010) Gender in Academic Settings: Role of Teachers. International Journal of Innovation, Management and Technology, Vol. 1, No. 4, October 2010

Burden, P.R. (1995). Classroom Management and Discipline. NY: Longman

Chamberlain, Burger, Smith, Tice (2004) Twenty Instructional Strategies for Success with Standards. Oswego’s (OCSD) Instructional Design

Curby, T., LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burkina, M., Barbarin, O. (2009). The relations of observed pre-K classroom quality profiles to children’s achievement and social competence. Early Education and Development, 20, 346-372.

Denzin, N., & Lincoln, Y. (Eds.). (2005). Handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.

Guidelines for Inclusion: Ensuring access to education for all 2005 UNESCO retrieved on October 15, 2009

H. Biber, S. and Carger, G. L., 2000, p. 91. Working women in America: Split dreams. New York: Oxford University Press.

Haim G. Ginott, Teacher and Child (New York NY: The Macmillan Company), 1972 p.149

Harrell, M.C. and Bradley, M.A. (2009) Data Collection Methods: Semi-Structured Interviews and Focus Groups. Library of Congress Cataloging-in-Publication Data

Kyle, P., & Rogien, L. (2004). Opportunities and options in classroom management. Needham Heights, MA: Allyn & Bacon. ISBN: 0205324134

Luo, M., Huang, W., & Najjar, L. (2007). The relationship between perceptions of a Chinese high school’s ethical climate and students’ school performance. Journal of Moral Education, 36, 93-111.

Marks, H. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153-184.

Martin, N., and Yin, Z. (2003) Beleifs regarding classroom management style: Differences between urban and rural secondary level teachers. Journal of Research in Rural Education. 15(2), 101-105

Newmann, F. (1992) Student Engagement and Achievement in American Secondary Schools. Teachers College Press. pp. 2–3.

Pianta, R., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal, 45, 365-397.

Quinn, M. M., Osher, D., Warger, C. L., Hanley, T. V., Bader, B. D., & Hoffman, C. C. (2000). Teaching and working with children who have emotional and behavioral challenges. Longmont, CO: Sopris West.

Rudasill, K., Gallagher, K., & White, J. (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48, 113-134.

Ryan, A., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38, 437-460.

Stewart, S.C. & Evans, W. H. (1997). Setting the stage for success: Assessing the instructional environment. Preventing School Failure, 41(2), 53-56.

Sprott, J. B. (2004). The development of early delinquency: Can classroom and school climates make a difference? Canadian Journal of Criminology & Criminal Justice, 46, 553-572.

Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole Publishing Company.

Watton, P., Collings, J., and Moon, J. (2001) Reflective Writing. The University of Sheffield.

Weinstein, C. S. (1992). Designing the instructional environment: Focus on seating.

Woolley, M., Kol, K., & Bowen, G. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. The Journal of Early Adolescence, 29, 43-70.