Teaching styles according to the gender in primary school teachers

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Published: Dec 21, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v5.697
Keywords:
Teaching styles gender self-perceived teaching competence instructional variables psychological-instructional profile primary education social and emotional skills

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Luis Jorge Martín Antón
Universidad de Valladolid
Juan Antonio Valdivieso Burón
Universidad de Valladolid
Mª del Valle Flores Lucas
Universidad de Valladolid
Natalia Reoyo Serrano
Universidad de Valladolid
Alvaci Freitas Resende
Universidad de Tiradentes

Abstract

This research aims to analyze the differences in self-perceived competence dimensions of Primary School teachers in Spain according the gender. A sample of N=388 teachers in schools throught Spain of this educational level, answered the Likert self-rating scale ECAD -EP (Valdivieso, Carbonero and Martín-Anton, 2013) for the measurement of teaching style with three dimensions (a. Social and Emotional , b. Communicative and Relationship and c. Instructional). The process of data analysis focused on descriptive statistical calculations, and comparison of means (Mann-Whithey and Wilcoxon tests). The results showed that there were hardly any differences in self-perceptions of teaching variables, except in the social-emotional factor, which is higher in women. Thus we can say that in the teacher training process it is necessary to include emotional skills in order to equalize attitudes and skills in this subject.

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How to Cite
Martín Antón, L. J., Valdivieso Burón, J. A., Flores Lucas, M. del V., Reoyo Serrano, N., & Freitas Resende, A. (2014). Teaching styles according to the gender in primary school teachers. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 5(1), 377–386. https://doi.org/10.17060/ijodaep.2014.n1.v5.697
Issue
Vol. 5 No. 1 (2014): THE POWER OF EMOTIONS: POSITIVE PSYCHOLOGY
Section
Articles
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