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He’s up to no good, is he? Teachers’ self-efficacy as related to gender role attitudes and schools’ sex composition

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Abstract

Schools’ sex composition and gender role attitudes are often overlooked in teachers’ self-efficacy studies, while research suggests that gender role attitudes may color teachers’ perceptions of students. This study investigates the association of schools’ sex composition and teachers’ gender role attitudes with teachers’ self-efficacy in instructional strategies, classroom management and student engagement, and how this latter association might differ between schools with more boys or girls. A multilevel analysis was carried out on data of 1247 teachers in 59 schools (2012–2013). Teachers feel more efficacious in classroom management in schools with more boys, especially male teachers with traditional gender role attitudes. Male teachers with traditional gender role attitudes feel less efficacious in classroom management in mixed schools. Female teachers feel less efficacious in all dimensions when holding traditional gender role attitudes, regardless of schools’ sex composition. The results highlight the importance of addressing gender bias in teacher training in order to improve teachers’ self-efficacy across all dimensions.

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Acknowledgements

We would like to acknowledge the project “Teaching in the bed of Procrustes”, financed by the Institute for Science and Technology (Project Number: SBO 110020), which made this research possible.

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  1. Department of Sociology, Ghent University, Sint-Pietersnieuwstraat 41, T1 9000, Ghent, Belgium

    Lennart Van Eycken, Jannick Demanet & Mieke Van Houtte

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Current themes of research:

Sociology of Education, Teacher efficacy, School Compositional Effects, Teacher Turnover, Teachability Perceptions, Teacher Trust, Gender Differences, Gender Role Attitudes.

Most relevant publications:

Van Eycken, L., Demanet, J., & Van Houtte, M. (2023). Teachers’ efficacy, trust, and students’ features: Internal and external forces affecting teachers’ teachability perceptions. Social Psychology of Education, in press.

Van Eycken, L., Amitai, A., & Van Houtte, M. (2022). Be true to your school? Teachers’ turnover intentions: the role of socioeconomic composition, teachability perceptions, emotional exhaustion and teacher efficacy. Research Papers in Education, 39(1) 24-49.

Van Eycken, L., & Van Houtte, M. (2022). Boys can be managed: schools’ student composition and teacher efficacy, a multilevel approach. Teacher Development, 26(4), 531-549.

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Van Eycken, L., Demanet, J. & Van Houtte, M. He’s up to no good, is he? Teachers’ self-efficacy as related to gender role attitudes and schools’ sex composition. Eur J Psychol Educ (2024). https://doi.org/10.1007/s10212-024-00828-3

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