Gender, self-concept and teachers of mathematics: Effects on attitudes to teaching and learning

Abstract

This study explores for differences in self-concept among male and female primary and secondary teachers and the possible influence of such differences on how the teachers perceive the nature of mathematics and their attitudes to the teaching and learning of mathematics. Sixteen teachers, eight from primary schools and eight from secondary schools participated in this study. Within each school type there were four males and four females with two of each gender displaying very high self-concept and two displaying very low self-concept as measured by the Self Description Questionnaire (SDQ III). The teachers were interviewed to gain insights into how they formulated individual perceptions of themselves as mathematicians and as teachers of mathematics. Through these interviews their perceived influence on the attitudes of their students to mathematics were also determined. Although some gender differences did emerge, the greatest differences in attitudes to mathematics, to the teaching of mathematics and perceptions of themselves as salient role models were found between teachers with very high and very low self-concept profiles. These results have implications for the conduct of pre-service and in-service training for teachers of mathematics, particularly at the primary level.