A COMPARATIVE STUDY OF THE TEACHING STRATEGIES AS USED BY MALE AND FEMALE TEACHERS In past decades, school systems, in nearly

all countries of the world have seen a genderspecific change in educational achievement. Trend statistics reveal a striking reversal of a gender gap that has once favoured males: girls have surpassed boys in many aspects of the educational system. At the same time, the share of female teachers has grown in almost all countries of the western world. There is also an ongoing and, contentious debate on whether the gender of the teacher can account, in part of the educational disadvantage of males (Neugebauer, Helbig and Landmann, 2010). Gender gaps in educational outcomes are a matter of real and growing concern (Dee, 2006). In America, theres a controversial act called the No Child Left behind Act authorizing the creation of single sex public schools, it was sponsored by the republican Senator Kay Bailey Hutchinson of Texas, but the measure passed in large part due to the support of Senator Hillary Clinton of New York. The National Association for Single-Sex Public Education in America informs that, as of April 2006. At least 223 public schools in the United States were offering gender-separate educational opportunities, up from just 4 in 1998. Although most were coeducational schools with single-sex classrooms, 44 were wholly single-sex. Despite apparently widespread acceptance of the view that the gender gap in achievement stems from the dearth of male role models in schools, a growing body of research (undertaken in different parts of the world) has indicated that the influence of a teachers gender on educational outcomes should not be exaggerated(Carrington, Francis ,Hutchings ,Skelton, Read, Hall 2007). The researchers divided the literature and studies that they researched in 2 parts, the first is the Gender studies in Education and the Teaching strategies in education.

Related Literature and studies which talks about:

1. Gender Studies in Education:

According to the study of John M. Krieg about the Student Gender and Teachers Gender: What is the Impact on High Stakes Test Scores? There is a large literature establishes that boys and girls are treated differently in the classroom. It suggests that the treatment depends upon the gender of the teacher. By using a large data set that observes a matched teacher/student sample over multiple years, it explores the impact of teacher and student gender differences on standardized test scores. Krieg found three notable findings: First conditional upon student test scores at the end of third grade, boys perform worse and gain less on math, reading, and writing during the 4th grade; Second, regardless of the gender, students of male teachers perform worse than students of female teachers and last there is no significant differential impact of male teachers on boys versus girlsboth do equally poorly relative to students of female teachers. These findings cast doubt on the argument that teachers instruct students differentially based upon student gender. In the study conducted by UNESCO Paris, France in 2011 they reported that globally, some 39 million girls of lower secondary age are currently not enrolled in either primary or secondary education, while twothirds of the worlds 796 million illiterate adults are women. Only about onethird of countries have achieved gender parity at secondary leve, The evidence shows that something needs to change.Much of the currently available research on gender equality in education has focused on gender parity in terms of access to primary and secondary schools (including how this is related to engagement of women within the teaching profession and the education system more broadly). More recently, evidence has emerged that

looks beyond access, examining gender equality in more depth in terms of learning achievement. In addition, there is a dearth of evidence that focuses on leadership patterns in educationalplanning and management. Although there is increasing evidence in the private sector thatincreased diversity at senior levels of management makes economic sense, this has so far notbeen translated systematically to the public sector. This is despite the increased feminization ofthe teaching profession at the lower levels of education. It is still the case that in most countries, the most senior management and leadership positions in education are occupied by men. Therefore, the Policy Forum presented evidence relating to two aspects of gender equality in education (the presentations and papers are available in full online (a) at the school and classroom level analysis of gender differences in student achievement in relation to classroom teaching, school environment, and local context; and (b) at the ministry of education level (both central and decentralized levels) improvement of gender equality in relation to educational leadership in planning and management.

The study Christine Skeleton and Barbara Read which is about the Male and female teachers evaluative responses to gender and the implications of these for the learning environments of primary age pupils, their research into primary pupils perceptions and relations with their male and female teachers suggests that many teachers use gender as means of informing their chosen curriculum and management practices approaches. What we know from research on formative assessment is that, there is two key principles these are feedback and selfassessment (Black & William, 2003; Winter, 2003). When this precept is considered alongside the research that has shown us how gender informs teachers assessment of childrens abilities as learners, then the curriculum experiences provided have important implications (Gipps&

Murphy, 1994; Epstein et al., 1998; Elwood, 2007, forthcoming). Of particular and current significance here is how the strategies within the boys underachievement literature encourage teachers to treat boys learning as different from girls learning (Gurian, 2002; Nell, 2002). The theoretical premise of this article is, then, that assessment is culturally suited and a variety of structural issues, including gender, impact on processes of assessment (Elwood & Murphy, 2000; Read & Francis, 2005). As such, the paper provides some insights into the ways in which social inequalities can be reflected and reinforced through assessment processes and procedures. Their study focuses on where and how beliefs and attitudes about gender influence what primary teachers and their pupils perceive as good or appropriate working relationships and secondly, the ways in which teachers use gender to plan the curriculum and manage their classrooms, thereby shaping the conditions, or learning environments, in which assessment takes place.

While the study of Lotte Bogh Anderson research on Teacher diversity: Do male and female teachers have different self-efficacy and job satisfaction Lotte Bogh Anderson utilizes the fact that the Danish school sector is female dominated (but with different gender composition at the school level), their paper investigates whether (and why) female teachers in Danish schools have higher teacher level self-efficacy and job satisfaction than male teachers. Based on a survey with 3439 teachers from 85 Danish schools, it is shown that female teachers have higher self-efficacy and job satisfaction, and that these gender differences are partly explain by the female teacher's higher level of empathy. The differences between male and female teachers do not, however, depend on the proportion of female teachers at the specific school or on the gender of the school principal. The main implication of their findings is that future research should look more into the reasons behind gender differences in self-efficacy and job satisfaction in order to

be able to avoid that certain diversity groups have systematically lower self-efficacy and job satisfaction. In the study conducted by Carrington, Francis, Hutchings, Skelton, Read and Hall the result of their study shows that there is no little evidence to support the view that the feminized nature of the teaching profession and concomitant shortage of male role models in schools has an adverse effect on boys levels of academic motivation and engagement. As they indicated, relatively little is known about the significance of gender matching in the primary schools. The Majority of children, irrespective of gender, felt that their teachers-whether men or women encouraged them and wanted them to work hard. Similarly the majority believed that their teachers acted in consistent, fair and even-handed manner. Once again, from the childrens standpoint, the gender of the teacher was largely immaterial. Although the findings may have pointed to higher levels of dis-affection and recalcitrance among the boys, there is no evidence to suggest that this gendered response to schooling was less marked in classes taught by men than those taught by women. The children were also asked regarding the issue majority saw this issue as unimportant or irrelevant. Their study indicates that simplistic and unsupported claims about the benefits of gender matching should have no place in driving either education policy or practice. The voices of the children in their study are clear: it is the teachers pedagogic and interpersonal skills that are vital in engaging them as learners, regardless of their gender.

Agreeing to the study of Neugebauer, Helbig and Landman in 2010, if the teachers gender can explain the Boy Crisis in Educational Attainment, They discussed the growing Feminization of the teacher profession explain the emerging disadvantage for boys in educational attainment. The claim that a lack of male teachers is responsible for the boy crisis

in education is highly popular internationally, both in some parts of academia and among the broader public. This is astonishing, given that there is hardly any solid empirical evidence to support the same sex hypothesis. They found out that boys do not benefit from male and female teachers and girls do not- at least not sign, neither with regard to their significantly benefit from female teachers and girls do not at least significantly-benefit from male and female teachers, neither with regard to their academic performance as measured by test scores, nor with regard to their grades. Furthermore, their results suggest that the unqualified call for more male teachers may have unintended consequences. Both boys and girls who were taught by a male German Teacher for years had significantly less well developed reading skill than students who were taught by a female German teacher for four years. At this point, they can only speculate why male German teachers who have taught a class for 4 years should have a negative effect on all students. It is conceivable that female teachers may have higher reading skills themselves, which they are better able to convey to their students. Whereas, there was study undertaken to compare teachers level of Gender effectiveness in public and private secondary schools in Oredo Local Government Area of Edo State, this study was conducted by Mercy O. Omobude. The findings of no difference in gender

effectiveness between private and public secondary school teachers are not surprising. This could be as a result of the same training both categories of teachers are exposed to. However the differences in the levels of motivation and supervision shows those private schools male and female teachers are more effective than public male and female school teacher. In private schools, teachers are carefully supervised to ensure that they do just what they are employed to do. Similarly, salaries are relatively paid as and when due to motivate them to do their work as expected. Therefore the obtained higher mean scores for all categories of private school teachers

suggest that private schools are more effective. The conclusion of their study is that private school teachers are more effective in their job than their counterparts in the public school.

Bestowing to Antecol, Eren and Ozbeklik in the study about the effect of teacher gender on student achievement in primary school: Evidence from a randomized experiment in March 2012, their paper attempts to reconcile the contradictory results found in the economics literature and the educational psychology literature and the educational psychology literature with respect to the academic impact of gender dynamics in the classroom. Specifically, using data from a randomized expert, they look at the effects of having a female teacher on the math test scores of students in primary school. They found out that female students who were assigned to a female teacher without a strong math background suffered from lower math test scores at the end of the academic year. This negative effect however not only seems to disappear but it becomes (marginally) positive for female students who were assigned to a female teacher on male students test scores (math or reading) or female students reading test scores. Taken together, their result tentatively suggest that the findings in these two streams of the literature are in fact consistent if one takes into account a teachers academic background in math.

The relationship between teacher gender and student achievement: evidence from five Indian states, a study conducted by Amita Chudgar and Vyjayanthi Sankar in 2008 said that, there is little conclusive evidence is available on the relationship between teacher gender and student achievement. However a great emphasis has been placed on hiring more female teachers both internationally and in India. Given this context, their paper investigates the relationship between student learning outcomes and the presence of women teachers in Indian Classrooms.

Their analysis shows that male and female teachers differ in terms of their classroom management practices and their beliefs in students learning ability. In partial support of their policy of hiring more female teachers, it also shows that being in a female teachers classroom is advantageous for learning. The researchers have found evidence that male and female teachers have different teaching styles. Research on gender differences in teaching practice has been primarily qualitative. Their research shows that male and female teachers do have different style in terms of the time they spend on lecturing and classroom activities (Laird, Garver and Niskode 2007).

Teaching strategies in High School: There are ten, related studies and literature that support the teaching strategies of the teachers in the high school level which is also connected to the study. The study made by FakhraAzis, Muhammad SaedAkhtar and Muhammad Rauf was entitled The Motivation Level of Trained Male and Female Teachers at Higher Education Level in Pakistan.. The sample in their study had different educational background, years of experience, age and area of specialization. The study provided objective findings on male and female teachers motivation. Their study also reveal the factors that serves as motivating for the teachers in higher education level., The empirical findings from their study would help in describing or explaining the pivotal role of motivation on the needs satisfaction of Pakistani teachers in line with other theories that are reviewed in this work.

At the same time as the research made by the researcher, Janet Smith which is about Male primary teachers: Disadvantaged or Advantaged? this study examines the experience of

male primary school teachers and the advantages and disadvantages that they face as a result of being employed in a job that society commonly regards as womens work. These findings emanate from her recent unpublished doctoral thesis, Male primary teachers: the experience crossing over into pink-collar work. In this study, she explored the experience of male primary school teachers and ways in which their work is constructed and represented by both society and the media. The study only focused on the part of male primary teachers experience that differs from female teachers, even though many of their experiences are common to those female primary teachers. The study did not examine whether a teachers gender has any effect on the learning outcomes or the experience of boys or girls in schools.

According to the study of Jochem Thijs of Utrecht University that focuses on Students Anticipated Situational Engagement: The roles of Teacher Behavior, Personal Engagement, and Gender, In their study there are 9th grade students consists of (248 girls, 255 boys) from a large multi ethnic school, the author examined 2 aspects of anticipated situational engagement in relation to 3 types of hypothetical teacher behavior: Authoritarian, Authoritative and permissive. Furthermore, the writer investigated the moderating roles of students personal (trait-like) engagement and gender. Multilevel analyses showed differential effects of teacher behavior type. Anticipated situational engagement was generally highest with the authoritative teacher and lowest with the authoritarian teacher. However, students personal engagement and gender qualified these effects. The effects of the authoritative and authoritarian teachers versus permissive teachers on anticipated situational engagement were more positive (or less negative) for students with high versus low personal engagement. Also, the positive effects of the authoritative and permissive teachers versus the authoritarian teacher were stronger for female

students than for male students. Results show that anticipated situational engagement should be understood by examining the combined influences of contextual and individual characteristics.

Martin Neugebauer, Marcel Helbig, and AnreasLandman researched about on how the Teachers Gender Explain the Boy Crisis in Educational Attainment, in their research they used large-scale-data from IGLU-E, an expansion of the Progress in International Reading Literacy Study (PIRLS) in Germany, to estimate whether there was a casual effect of having a same-sex teacher on student outcomes. There is a major advantage , because it can be assumed that substantial teacher-gender effects only occur after a certain time of exposure to the same-sex or other-sex teacher. They estimated effects for typical female subjects and typical male subjects as well as for different student outcomes (gender-blind test scores and more subjective teachers grades). They found virtually no evidence of a benefit from having a same-sex teacher, neither for boys nor girls. These findings suggested that the popular call for more male teachers in primary school was not the key to tackle the growing disadvantage of boys.

The research about the Teachers and the Gender Gaps in Student Achievement made by Thomas S. Dee stated that, in the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects). However, the evidence on whether these interactions actually matter was limited and contradictory. In this study, they presented new empirical evidence on whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This studys identification

strategy exploits a unique matched pairs feature of a major longitudinal survey. Within-student comparisons based on these data indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance of student engagement with the teachers subject. For example, assignment to female science teacher increases the likelihood that a girl views science as useful for her future. However, because the middle-school teachers in most academic subjects are female, these results also suggested that the gender dynamic s between teachers and students at this level amplify boys large underperformance in reading while attenuating the more modest underperformance of girls in math and science. Dr. Roshan Lal (2012) Does a comparative study of job satisfaction and attitude towards education among male and female teachers of degree colleges. His study reveals that teachers are very satisfies with their jobs. It is inferred from their study, that male and female teachers are not different from each other on job satisfaction variable. The further conclusion is that both the male and female teaching degree colleges have unfavorable attitude towards education Therefore it is evident from there, that female degree colleges teachers have more favorable attitude towards education as compared to then is male counterparts Agreeing to the study of Neugebauer, Helbig and Landman in 2010, if the teachers gender can explain the Boy Crisis in Educational Attainment, They discussed the growing Feminization of the teacher profession explain the emerging disadvantage for boys in educational attainment. The claim that a lack of male teachers is responsible for the boy crisis in education is highly popular internationally, both in some parts of academia and among the broader public. This is astonishing, given that there is hardly any solid empirical evidence to support the same sex hypothesis. The outcome of their study, they find out that boys do not

benefit from male and female teachers and girls do not- at least not sign, neither with regard to their significantly benefit from female teachers and girls do not at least significantly-benefit from male and female teachers, neither with regard to their academic performance as measured by test scores, nor with regard to their grades. Furthermore, their results suggest that the unqualified call for more male teachers may have unintended consequences. Both boys and girls who were taught by a male German Teacher for years had significantly less well developed reading skill than students who were taught by a female German teacher for four years. At this point, we can only speculate why male German teachers who have taught a class for 4 years should have a negative effect on all students. It is conceivable that female teachers may have higher reading skills themselves, which they are better able to convey to their students.

From the research paper that was submitted by Mercy O. Omobude a Faculty of Education in University of Benin. Benin City, Nigeria. In the past years of education system, Man was the ones who were in access of going to school in order to sharpen mans character or personal being. Man was seen as a being that has the ability to learn, develop skill and improves living while women were restricted to the training of their mothers in the kitchen and domestic chores and the aim was to make them become good housewives when they are married. They hardly had the opportunity to be formally educated in schools but s years passed countries have raised the status of their women educationally, socially, politically and economically generally enjoyed a high standard of living. From this research it is been alleged that public secondary teachers do not do their jobs well. Students taught by them perform very poorly in standardized examinations either because they are not taught at all. Teachers are observed loafing or trading while they are supposed to be teaching so therefore the result of this study according to their

findings is that there is a significant difference in gender effectiveness between public male and private male teachers and those public female teachers and private female teachers do not have the same level of effectiveness.And they conclude that private teachers are more effective in their jobs than public teachers and gender differences has nothing to do with performance or effectiveness, whether male or female teacher would do well if in the right environment, supervised and motivated. The study of Fakhra Aziz, MuhammedSaeedAkhtar&MuhammedRauf entitled The Motivation Level of Trained Male and Female Teachers at Higher Education Level in Pakistan: A Comparative Study. Their study Describe the factors that affect the motivation of the two genders in teaching. He used a structured questionnaire that consisted of two parts. The first part is for collecting data related to demographic features while the second part was consisted of 20 factors. It is said according to the article that trained male teachers are highly motivated than trained female teachers. The following are the factors that affect the teachers motivation; Recognition, Potential for professional growth, Interpersonal relationship with colleagues, Salary, Job security, Status, Interpersonal relationship with students, Work itself, A one-time monetary award, Being selected as teacher of the year. As a conclusion to his study, Trained However, females have higher self-esteem needs than males. Female at this stage are more conscious about status and recognition that at lower levels. Male teachers responded similarly but to less extent. Synthesis From the literature and study that we read that is related to our topic, the researcher found out that the gender of the teacher affect the students academic performance in school. The researcher also found out that students are treated differently according to their gender and their

teachers gender; it explores the impact of teacher and student gender differences on standardized test scores. Another is that, many teachers use gender as means of informing their chosen curriculum and management practices approach. Female teachers have higher selfefficacy and job satisfaction than male teachers, and that these gender differences are partly explain by the female teachers higher level of empathy. Addition to this, the treatment of the teacher can be based upon the subject matter that the teacher is teaching. Male and female teachers have different style in terms of the time they spend on lecturing and classroom activities. Theres no evidence of a benefit from having same sex-teacher, neither for boys nor girls. Those are the things that the researcher discovered or found out from the Literature and studies that are related to the researchers study.