Alnahdi Ghaleb Hamad, Schwab Susanne
Department of Special Education, College of Education, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Center for Teacher Education, University of Vienna, Vienna, Austria.
Front Psychol. 2023 Feb 23;14:1066843. doi: 10.3389/fpsyg.2023.1066843. eCollection 2023.
Previous results from large-scale studies often identified a gender gap in achievement outcomes between girls and boys. This study aims to investigate the existence of a relationship between students' grades and gender differences in practices and attitudes among teachers. Data from the Saudi Arabian TIMSS 2019 were analyzed for this study. The dataset contains data from 10,817 4th grade students (5,447 girls and 5,370 boys) who took math and science as well as data from their 437 teachers (around 50% were female teachers). The results showed that teachers' teaching practices were positively associated with students' scores in math and science. In addition, teachers' attitudes toward teaching were positively associated with students' scores. Female teachers held more positive attitudes toward teaching and were rated more positively in terms of practices by their students.
以往大规模研究的结果常常发现女孩和男孩在成绩方面存在性别差距。本研究旨在调查学生成绩与教师教学实践及态度方面的性别差异之间是否存在关联。本研究分析了来自沙特阿拉伯2019年国际数学和科学趋势研究（TIMSS）的数据。该数据集包含10817名四年级学生（5447名女生和5370名男生）的数学和科学数据以及他们437名教师的数据（约50%为女教师）。结果表明，教师的教学实践与学生的数学和科学成绩呈正相关。此外，教师的教学态度与学生成绩呈正相关。女教师对教学持有更积极的态度，并且学生对她们教学实践的评价也更高。
