Impact of Teacher-Gender on Primary Students' Achievement: A Case Study at Bangladesh Standpoint
Keywords:
teacher-gender; primary school; student achievementAbstract
This study attempts to find the impact of gender in primary
teaching profession on student achievement. The quantitative method of
research was used for this study. This research uses test scores of
primary grades for five consecutive years which is obtained from a
school in Bangladesh. This study engages a total of 1 school, 20 classes,
20 teachers and 504 students. The overall finding in this study is that
men are slightly better to teach in primary when the test scores are
analyzed. Although there are some differences in the breakdown
analysis, the combined result analysis do not find strong evidence to
claim whether students have to be taught by teachers of same or
alternative gender. The findings of this study provide important
information for the policy makers and especially for the primary
teachers‟ recruiters in primary schools of Bangladesh.
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