Teacher-student relationships : a study on teachers' perceptions of different student genders

Abstract

This study has documented different elements that might affect the teacherstudent relationship, particularly teachers’ perceptions on the students’ different genders. In this study, teachers’ perceptions were examined in relation to the following themes: a) whether teachers perceive one gender as being easier to teach than the other; b) whether teachers perceive girls and boys as differing in terms of behaviour; c) whether teachers’ perceptions are affected by which gender shows more interest towards their subject; d) to what extent teachers’ preconceived stereotyped beliefs are influential in shaping teachers’ perceptions; e) whether teachers viewed either single-gender or co-ed schooling as benefitting girls and boys; and, f) whether teachers’ perceptions of their students are affected on the basis of which gender achieves the higher attainment levels. As the findings suggest, a general bias towards the female gender was reported. However, in relation to interest and attainment level teachers’ preference of students was predominantly determined by the students’ motivation to learn in the first place, rather than the students’ gender. Lastly, this study has also outlined mixed views in relation to co-educational versus single-gender settings. Whilst some teachers are looking at this change as being a motivating strategy, others are questioning the outcomes such a setting might bring with it.