The impact of teacher gender on students performance

The study focused on the impact of teacher gender on students overall and by subjects academic achievement. It also looked into differential teacher-student interactions in the classroom. Gender differences may exist in many different areas of education, from performance to attitudes, from classroom activities and course enrollments to perceptions about careers.

TEACHER:
The teacher trains the mind, assists in the learning the manners and shapes the morals of the members of the community at their most impressive age, helps to form first impression of good and bad social and antisocial beautiful and ugly. (Seyedian, 1957, p.97) It is well known that a teacher plays an important role in any system of education. Discipline in educational institution and quality of education depends on the efforts of a teacher. In and out of the classroom, a teacher should behave as a guide, as a sincere friend, as a spiritual leader who kind, sympathetic and considerate to his apprentices or subtenant. In education, a teacher is a person who provides schooling for others. The role of the teacher is often formal and ongoing, carried out by way of occupation and profession at a school and other place of education. Emotional climate or teacher warmth is regarded as one of the most important variables mediating expectancy effects, and it plays an equally crucial role in student achievement Studies of Barnett et al. (2003) , and pozo-munoz et al. (2000) suggest that students ratings are valuable indicators of teaching effectiveness. History of teaching: ACTIVITIES OF TEACHER: Typical activities are broadly the same for all teachers and include: Taking responsibility for the progress of a class. Organizing the classroom and learning resources to crate a positive learning environment. Maintaing discipline Preparing and marking to facilitate positive pupil development Meeting requirements for the assessment and recording of pupils development. What makes a good teacher?

Goes (2007) examination of teacher quality focuses on four categories of teacher quality indicators. Teachers qualification Teachers characteristics Teachers practices Teachers effectiveness

Teacher gender:
Gender stereotypes exist in society at large and in education. These stereotypes portray males as dominant and females as subordinate (Tracy, 1987; Streitmatter, 1985). Learning from a teacher of the opposite gender has a detrimental effect on students academic progress and their engagement in class. A teachers perception of student characteristics and abilities appear to systematically vary by gender. Teachers interact differently with students of similar gender than they do with opposite gender. A common response from teachers when asked about gender inequity in classrooms is that they treat all their students the same. There are two problems with this statement. First, students are diverse and have different learning issues, thus treating all students in the same way means that some students will have a better learning experience than their peers. Second, teachers may be ignoring their unconscious gender biases towards their students, their schools and themselves. If ignored, these gender biases, which may have developed from cultural norms, may lead to bias in the classroom It is also expected that teachers give more attention to one gender more than the other. Student performance: Student performance is affected by many factors. it depends on socio-economic, psychological and environmental factors.
An important factor influencing classroom interaction, in addition to student gender and academic standing, is the style of communication of the teacher. "Students benefit

by having exposure to teachers who look like them, who can identify with their culture ... but this is just one variable among many," Weaver said.

LITERATURE REVIEW
Evidence suggests that male teachers tend to be more authoritative whereas female teachers tend to be more supportive and expressive (Meece, 1987).

A survey of 20 teachers indicates that male teachers are likely to select a more aggressive disciplinary approach toward boys while teachers of either gender tended to ignore boys' disruptive behavior than that of girls when the behavior was not aggressive (Rodriguez, 2002). Teacher gender is also systematically related to class environment. A number of studies suggest that male teachers provide a more positive atmosphere for boys (Etaugh & Hughes, 1975; McCandless, Bush & Carden, 1976); however, relative to male teachers, Stake and Katz (1982) suggest that female teachers tend to provide a more positive classroom atmosphere overall. After observing 40 class sessions, Einarsson and Granstrm (2002) find that male teachers increase the attention paid to girls as pupils age while female teachers consistently give more attention to boys. Dee (2005) found that gender interactions between teachers and students have significant effects on students achievement. The studies of Holm Lund and sund (2005) and tymms (2005) found that teachers gender has no effect on students outcome.
Some research also suggests that differences in teachers perceptions of student abilities and characteristics are related to teacher gender. Parker-Price and Claxton (1996) surveyed teachers regarding their perceptions of student abilities. They learned that male teachers are more likely to believe that boys are superior visual learners while girls are more helpful in the classroom. On the other hand, female teachers do not demonstrate these differences in belief but do tend to think that boys are better with quantitative skills.

While it is clear that teachers treat and perceive boys and girls differently, it is less clear how this differential treatment impacts student performance on standardized exams. Teachers may overtly treat students differently by gender. Ehrenberg, Goldhaber and brewer (1995) analyze how teachers race, gender and ethnicity influence the student outcome. Teacher gender could influence student engagement or behavior through role model effects and stereotype threat.furthermore same-gender teachers also may communicate different(and self fulfilinling) expectations to the boys and girls in their classroom(that is,Pygmalion effect). Research Questions: How the teacher gender effects students performance?

Investigating questions:

Do teachers vary the level of attention to each gender? How do teachers gender attitudes affect students? Is there is difference in productivity of male and female teachers? Do male gets more attention than female students?

Theoretical framework
Perception, interest, motivation of students

Teacher gender

Students performance

personality Knowledge, skills, behavior and experience of teachers.

Class size, institution environment, classroom management, s

Hypothesis: There will be a positive relationship between teacher gender and students performance.