Gendered Staffrooms, Gendered Skills? School Wide Female Teacher Shares and Student Development

• In Event: Reimagining School Effectiveness: Theories, Evidence, and Emerging Paradigms

Abstract

In many developed countries, elementary school teaching is predominantly female, raising concerns about potential implications for student outcomes. South Korea mirrors this global trend, with male teachers comprising only about 21% of elementary school teachers. Using the Jeonnam Education Longitudinal Study and hierarchical linear modeling with school fixed effects, this study examines how school-level teacher gender composition affects students' cognitive and non-cognitive outcomes. Results indicate no significant effect on academic achievement. However, male students attending schools with higher proportions of female teachers show significantly lower levels of career maturity and self-control compared to their female peers. These findings underscore the importance of considering institutional contexts in gender equity policies and suggest targeted interventions focusing on non-cognitive skill development.

Authors

• Baeksan Yu, Gwangju National University of Education

• Yeseul Doo, University of Chicago