Investigation of The Relationship Between Preschool Teachers' Perceptions of Gender Roles and In-Class Gender Roles

Authors : İrem Manici, Engin Büyüköksüz, Tuğba Korkmaz

Pages : 1-16

Doi:10.58637/egebad.1684895

View : 68 | Download : 77

Publication Date : 2025-12-30

Article Type : Research Paper

Abstract :This study aimed to examine the mediating role of gender roles in the relationship between preschool teachers’ sex and their perceptions of in-class gender roles. Grounded in the theoretical assumption that gender is a socially constructed and reinforced phenomenon during early childhood, teachers’ beliefs and practices play a critical role in shaping children’s gender-related attitudes and behaviors. The study employed a quantitative research design and included 332 preschool teachers working in the Tuzla and Pendik districts of Istanbul. Data were collected using the “Personal Information Form,” the “Bem Gender Roles Inventory,” and the “Preschool Teachers’ Classroom Gender Perception Scale.” The analyses were conducted through PROCESS Macro using a bootstrap approach. Findings revealed that the feminine gender role significantly mediated the relationship between teachers’ sex and all four sub-dimensions of classroom gender role perceptions. In contrast, masculine and social desirability roles did not serve as significant mediators. These results indicate that teachers’ internalized gender role characteristics may influence their discourse, expectations, and behaviors in the classroom. Limitations of the study include the regional sample and reliance on self-report data. The findings underscore the need for gender-sensitive teacher education programs and contribute to the understanding of gender dynamics in early childhood education.
Keywords : okul öncesi öğretmenleri, cinsiyet, toplumsal cinsiyet rolleri, toplumsal cinsiyet algıları

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