The Effects of Teacher’s Gender on EFL Learning in Primary Education

Seda Karadeniz


In the present study, the effect of teachers’ gender on EFL learning in primary education was investigated separately for males and females. The participants were 86 volunteer students of different grades (3rd, 4th or 5th) from 3 different primary education schools in Istanbul, Turkey. 34 participants were female and 52 participants were male. In order to evaluate the effect of teachers’ gender, two questionnaires were developed by utilising a three-degree frequency scale (Yes/Sometimes/No). These questionnaires included the same statements but prepared for the two different teacher genders. In the piloting session, the questionnaires were also applied on 10 college students to assure the reliability and validity issues. After that, the questionnaires were forwarded to the participants. The questionnaires’ results were analysed considering the grades and genders. Analyses were done regarding the average score of the responses given to the statements. Students’ responses who have received education from a female teacher and a male teacher were evaluated separately. Also evaluation was done according to the participants’ gender.

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