Perceptions on Impact of Teachers' Gender Roles and their Status

Abstract

Thestudy entitledPerceptionson Impact of Teachers' Gender Roles andtheir Statusan attempt tofindingout the perceptions of bachelor level learnerstowards their male and female teachers in EFL classroom, andidentifyingtherole and status of male and female teachers and the strategies they used, and tosuggest some pedagogical implications for the enhancement of better EFLtechniques. Thirty bachelor level learners from three different colleges ofBaglung District werethe sample of thestudy. Two set ofquestionnairecontainingopen-ended and close-endedquestionswereused as a tool for datacollection.The sample of the studywas selected through purposive non-random samplingprocedure.The researcher has conductedsurvey design toachieve the objectives of thestudy.Thedata were analyzed and interpretedusing both statistical and descriptive tool.The major findings of the researchshowsthat role of gender is existed in EFL teaching. It was also found thatteachers are observedinterms of role they playin their classroom and statusthey gain due to theirstudents’engagement and differ in social behavior,biologically engineered qualities and gender specific roles and other TPDactivities. Likewise, most of the learners prefer female as better EFL teachersto teach younger learners, promote girls’ education and more interactive withstudents. In addition it was found that male teachers are perceived as strongstrict and controlled.Moreover, students prefer intelligentteachers rather thancomparing male and female teachers in terms of competencies skills. Inaddition,participants recommended thatteachers should involve in TPDactivities to be better EFL Teachers in their educational journey.Mostimportantly, learners viewed that gender is something that emerges due tosocial structure they engage in. This thesiscontains five chapters. The first chapter deals with the backgroundof the study, statement of the problem, objectives of the study, researchquestions, significance of the study, delimitation of the study and operational definition of the key terms. The second chapter comprises the review of relatedtheoretical literature, implications of the study, and conceptual Framework.Likewise, third chapter consists of design of the study, population, sample andsampling strategy, research tools, sources of data, data collection procedure,data analysis procedure and ethical considerations. The fourth chapter includesanalysis of data and interpretation of results where data have been analyzed interms ofdifferent thematic topics like;role of gender in EFL teaching,strategies used by the teachers in classroom, learners’ perception on teachers’role and status. Similarly, the final chapter deals with findings, conclusion andrecommendations based on the analysis and interpretation of the data. Thereferences and appendices have been included in the last part of the thesis.