Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Ayşe Filiz Ünser; Meral Ören

Makale detayları

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Yazarlar:

Ayşe Filiz Ünser | Meral Ören

Yayıncı:

Anadolu University

Ana Başlıklar:

Early Childhood Education | Classroom Education | Primary Education | Gender | Sexuality and Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 2, pp.755-777

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001316515

pISSN:

2602-2249

Anahtar kelimeler:

Özet:

 Gender inequality indeed persists as a pervasive issue worldwide, infiltrating numerous facets of society and impeding progress toward a more equitable and just world. Schools play a crucial role as essential institutions where children embark on their initial journey into social life, contributing to the formation of values, norms, and social relationships. During these early years, children observe, imitate, and internalize the words, behaviors, and attitudes of teachers, shaping their understanding of the world around them. Therefore, childrens perceptions of gender and attitudes toward gender can be significantly influenced by the attitudes and behaviors of their teachers. This research aims to examine whether there are differences in the gender-role attitudes among pre-service early childhood and primary school teachers based on gender, grade level, mothers and fathers education level. The study was designed as a cross-sectional survey model, and data were collected from 1st and 4th-grade students enrolled in Early Childhood and Primary School Education Programs at a university in Turkey. The data were collected using a Personal Information Form and the Gender Role Attitude Scale GRAS. The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests in SPSS 22.0, and effect sizes were calculated. Analysis indicated that there were statistically significant differences in gender role attitudes between genders, grade level, and mothers education level. However, there was no statistically significant difference in the scores based on the fathers education level. Female teacher candidates were found to have more egalitarian gender role attitudes compared to male teacher candidates, and 4th-grade students exhibited more egalitarian attitudes than 1st-grade students. Additionally, it was observed that teacher candidates whose mothers were illiterate tended to have more traditional gender role attitudes compared to those whose mothers had primary school, middle school, high school, or college degrees.

 Gender inequality indeed persists as a pervasive issue worldwide, infiltrating numerous facets of society and impeding progress toward a more equitable and just world. Schools play a crucial role as essential institutions where children embark on their initial journey into social life, contributing to the formation of values, norms, and social relationships. During these early years, children observe, imitate, and internalize the words, behaviors, and attitudes of teachers, shaping their understanding of the world around them. Therefore, childrens perceptions of gender and attitudes toward gender can be significantly influenced by the attitudes and behaviors of their teachers. This research aims to examine whether there are differences in the gender-role attitudes among pre-service early childhood and primary school teachers based on gender, grade level, mothers and fathers education level. The study was designed as a cross-sectional survey model, and data were collected from 1st and 4th-grade students enrolled in Early Childhood and Primary School Education Programs at a university in Turkey. The data were collected using a Personal Information Form and the Gender Role Attitude Scale GRAS. The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests in SPSS 22.0, and effect sizes were calculated. Analysis indicated that there were statistically significant differences in gender role attitudes between genders, grade level, and mothers education level. However, there was no statistically significant difference in the scores based on the fathers education level. Female teacher candidates were found to have more egalitarian gender role attitudes compared to male teacher candidates, and 4th-grade students exhibited more egalitarian attitudes than 1st-grade students. Additionally, it was observed that teacher candidates whose mothers were illiterate tended to have more traditional gender role attitudes compared to those whose mothers had primary school, middle school, high school, or college degrees.

 Gender inequality indeed persists as a pervasive issue worldwide, infiltrating numerous facets of society and impeding progress toward a more equitable and just world. Schools play a crucial role as essential institutions where children embark on their initial journey into social life, contributing to the formation of values, norms, and social relationships. During these early years, children observe, imitate, and internalize the words, behaviors, and attitudes of teachers, shaping their understanding of the world around them. Therefore, childrens perceptions of gender and attitudes toward gender can be significantly influenced by the attitudes and behaviors of their teachers. This research aims to examine whether there are differences in the gender-role attitudes among pre-service early childhood and primary school teachers based on gender, grade level, mothers and fathers education level. The study was designed as a cross-sectional survey model, and data were collected from 1st and 4th-grade students enrolled in Early Childhood and Primary School Education Programs at a university in Turkey. The data were collected using a Personal Information Form and the Gender Role Attitude Scale GRAS. The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests in SPSS 22.0, and effect sizes were calculated. Analysis indicated that there were statistically significant differences in gender role attitudes between genders, grade level, and mothers education level. However, there was no statistically significant difference in the scores based on the fathers education level. Female teacher candidates were found to have more egalitarian gender role attitudes compared to male teacher candidates, and 4th-grade students exhibited more egalitarian attitudes than 1st-grade students. Additionally, it was observed that teacher candidates whose mothers were illiterate tended to have more traditional gender role attitudes compared to those whose mothers had primary school, middle school, high school, or college degrees.

 Toplumsal cinsiyet eşitsizliği günümüzde tüm dünyada birçok alanda yaşanan bir sorun olarak karşımıza çıkmaktadır. Okullar, çocukların sosyal hayata adım attığı, değerlerin, normların ve toplumsal ilişkilerin şekillendiği önemli kurumlardır. Öğretmenlerin sözleri, davranışları ve tutumları özellikle erken yıllarda çocuklar tarafından dikkatle gözlemlenir, taklit edilir ve içselleştirilir. Bu nedenle, öğrencilerin cinsiyet algısı ve toplumsal cinsiyete ilişkin tutumları, öğretmenlerin tutumları ve davranışlarından büyük ölçüde etkilenebilir. Bu araştırmada sınıf öğretmenliği ve okulöncesi öğretmenliği öğretmen adaylarının toplumsal cinsiyet rollerine ilişkin tutumlarının cinsiyet, sınıf, annenin ve babanın eğitim durumu değişkenine göre farklılar olup olmadığı incelenmesi amaçlanmış olup, kesitsel tarama modeli kullanılmıştır. Araştırmanın katılımcılarını Sınıf Öğretmenliği ve Okulöncesi Öğretmenliği Programlarında eğitimine devam eden 1. ve 4. sınıf öğrencileri oluşturmuştur. Veri toplama araçları Toplumsal Cinsiyet Rolleri Tutum Ölçeği TCRTÖ ve Kişisel Bilgi Formudur. Verilerin analizi SPSS 22.0 programında Kruskal-Wallis ve Mann-Whitney U Testi ile yapılmış ve etki büyüklükleri elle hesaplanmıştır. Katılımcıların cinsiyeti, sınıf düzeyi ve anne eğitim durumu değişkenleri açısından TCRTÖ toplam tutum puanı ve alt boyutları puanlarında gruplar arası istatistiksel olarak anlamlı fark varken; baba eğitim durumu değişkeninde grupların puanları arasındaki farklılaşmanın istatistiksel olarak anlamlı olmadığı belirlenmiştir. Kadın öğretmen adaylarının erkek öğretmen adaylarından; 4. sınıfların 1. sınıflardan toplumsal cinsiyet rolleri tutumlarında daha eşitlikçi oldukları görülmüştür. Anneleri okuma yazma bilmeyenlerin ise anneleri ilkokul, ortaokul, lise ve yükseköğrenim görenlere kıyasla cinsiyet rolleri tutumlarında daha geleneksel oldukları sonucuna ulaşılmıştır.

Makale detayları

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Yazarlar:

Ayşe Filiz Ünser | Meral Ören

Yayıncı:

Anadolu University

Ana Başlıklar:

Early Childhood Education | Classroom Education | Primary Education | Gender | Sexuality and Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 2, pp.755-777

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001316515

pISSN:

2602-2249

Early Childhood Education

Preschool Education

Primary School Education

Gender-role attitudes

Pre-Service TeachersErken Çocukluk Eğitimi

Okulöncesi Eğitim

Sınıf Öğretmenliği

Toplumsal Cinsiyet Rollerine İlişkin Tutumlar

Öğretmen Adayları

Sayı

Makale detayları

Yazarlar: Ayşe Filiz Ünser | Meral Ören

Yayıncı: Anadolu University

Ana Başlıklar: Early Childhood Education | Classroom Education | Primary Education | Gender | Sexuality and Education

Dergi: Anadolu University Journal of Education Faculty Vol.8 Issue 2, pp.755-777

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001316515

pISSN: 2602-2249

Sayı

Yazarlar:

Ayşe Filiz Ünser | Meral Ören

Yayıncı:

Anadolu University

Ana Başlıklar:

Early Childhood Education | Classroom Education | Primary Education | Gender | Sexuality and Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 2, pp.755-777

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001316515

pISSN:

2602-2249