He's Up to No Good, Is He? Teacher Efficacy, Teachability, Gender Stereotypes, and Gender Composition

• In Event: The Work of Teachers: Understanding Teacher Networks, Identity, and Efficacy

Abstract

Gender issues are often overlooked in teacher efficacy studies, while research suggests that gender stereotypes may color teachers’ perceptions. Since research into teacher efficacy and teachers’ gender perceptions is often focusing solely on the teachers’ expectations regarding students’ achievement, this study investigates a more generalized influence of gender stereotypes and teachability perceptions on three dimensions of teacher efficacy, by considering the teachers’ gender and schools’ gender composition. Multilevel analysis was carried out on data of 1247 teachers gathered in 59 schools (2012-2013). Teachers have lower efficacy feelings for classroom management in schools with mostly girls and male teachers score lower on teacher efficacy in classroom management. This negative effect seems to be explained through teachability perceptions and teachers’ gender stereotypes.

Authors

• Lennart Van Eycken, Ghent University

• Mieke Van Houtte, Ghent University