Male teachers are
not essential if research involving Otago school pupils is
anything to go by.
While concern in education circles about the declining number
of men in the teaching profession has grown, research by
University of Otago College of Education lecturer Steven
Sexton shows Otago school pupils did not see the gender of
their teacher as being integral to the quality of their
education.
And attempts by schools to gender match pupils and teachers
were "misguided".
"One implication from this research is around the issue of
apparently inappropriate media-generated panic issues around
the need for more male teachers in schools," Dr Sexton said.
"Most students do not see the gender of the teacher as
important. In almost all participants' opinion, it was the
characteristics or personality of the teacher that mattered."
Dr Sexton said gender only became relevant when pupils talked
about relating to teachers on a personal level about personal
issues.
"Most students do not think having a male or female teacher
mattered when it was subject related, with the exception of
years 9-13 boys discussing sex education - they thought it
was easier with a male teacher."
The findings come from a survey of 74 pupils from 16 Otago
primary, intermediate and secondary schools, titled The Other
Side of the Chalk Face: Students' Perceptions of Teachers and
Teaching.
The pupils - from single-sex, co-educational, mainstream,
religious, boarding, and high-, medium- and low-decile
schools - were surveyed on how they saw the role of their
teachers and what teaching methods worked for them.
Dr Sexton said year 1-4 pupils wanted their teacher to make
them feel physically safe. After that, pupils moved on to
issues around emotional and mental safety in both the
classroom and the wider school.
Years 5-8 pupils had a strong sense of justice and wanted to
know the teacher was firm but fair, he said.
"Students also reported concerns over teachers who extended
their negative attitude about either personal issues or
school-related issues into the classroom, affecting students'
attitudes."
Dr Sexton said pupils in years 9-13 wanted teachers to have a
passion for the subjects they were teaching, as well as the
ability to inspire them to learn more about the subject.
Otago Primary Principals' Association secretary and Wakari
School principal Brent Caldwell said the need for male
teachers was determined not by schools, but by society.
"Children are very perceptive. They know that gender is not
the determining factor when it comes to quality teaching.
"They know that it is the passion, commitment and dedication
to their learning by trusted adults that makes the difference
for them.
"These attributes are common to all good teachers, regardless
of gender."
Otago Secondary Principals' Association acting president and
Kaikorai Valley College Principal Philip Craigie agreed.
"When you employ a teacher, it comes down to the qualities
they offer. You choose the best person for the job - gender
doesn't come into it.
"But I do think it is important that the workforce is
represented by both genders."
Research findings
What pupils want:
• Years 1-4: Teachers who are happy and fun.
• Years 5-8: Teachers who have a sense of humour and
who are kind and caring.
• Years 9-13: Teachers who are knowledgeable and
passionate about their class subject, and are able to control
the class in a relaxed way.
What pupils do not want:
• Years 1-4: Teachers who get angry or growl in class,
and break their promises.
• Years 5-8: Teachers who are sarcastic, grumpy or
moody.
• Years 9-13: Teachers who have favourite pupils; do
the job just to get a pay cheque; cannot relate their subject
to their pupils.
(Source: The Other Side of the Chalk Face: Students'
Perceptions of Teachers and Teaching)
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