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Relevant bibliographies by topics / Teachers autonomy

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Academic literature on the topic 'Teachers autonomy'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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Journal articles on the topic "Teachers autonomy"

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Parker, Gemma (Nee Richardson). "Teachers' Autonomy." Research in Education 93, no. 1 (2015): 19–33. http://dx.doi.org/10.7227/rie.0008.

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Chinpakdee, Muthita. "Understanding Teacher Autonomy Through EFL Teachers’ Online Teaching Experiences." rEFLections 29, no. 3 (2022): 586–602. http://dx.doi.org/10.61508/refl.v29i3.262102.

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Research on autonomy in foreign language education has largely focused on learner autonomy while relatively little attention has been given to teacher autonomy and the factors that underpin its exercise and development. Similar to learner autonomy, teacher autonomy is a multidimensional construct and the degree to which it can be exercised and maintained varies, depending on context. This qualitative research examines teacher autonomy in the context of emergency online language teaching. Accounts of two teachers’ online teaching experiences were used to (a) explore how EFL teachers exercise an

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ERTÜRK, Ramazan. "The Effect of Teacher Autonomy on Teachers' Professional Dedication." International Journal of Psychology and Educational Studies 10, no. 2 (2023): 494–507. http://dx.doi.org/10.52380/ijpes.2023.10.2.1048.

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The aim of this research is to determine the effect of teacher autonomy on dedication to the teaching profession according to teacher perceptions. The research was designed in the causal relational survey model to determine the relationship between teacher autonomy and dedication to the teaching profession. The study population of the research consisted of 475 teachers working in primary schools in the city center of Bolu, and feedback was obtained from 318 teachers. Teacher Autonomy Scale and Teaching Profession Scale were used as data collection tools in the research. Parametric tests were u

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Ulas, Jale, and Meral Aksu. "Development of Teacher Autonomy Scale for Turkish Teachers." Procedia - Social and Behavioral Sciences 186 (May 2015): 344–49. http://dx.doi.org/10.1016/j.sbspro.2015.04.023.

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Vasile, Cristian. "Autonomy Variation in Teachers." Procedia - Social and Behavioral Sciences 78 (May 2013): 610–14. http://dx.doi.org/10.1016/j.sbspro.2013.04.361.

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Pratte, Richard, and John L. Rury. "Professionalism, Autonomy, and Teachers." Educational Policy 2, no. 1 (1988): 71–89. http://dx.doi.org/10.1177/0895904888002001005.

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Lee, Yechan, Jawon Koo, YeonKyoung Kim, and Hae-Deok Song. "How Teachers’ Autonomy and Achievement Goal Orientation Affect Innovative Teaching Behavior with ICT: The Mediator Role of Teachers’ Digital Literacy." Korean Human Resource Development Strategy Institute 18, no. 2 (2023): 163–97. http://dx.doi.org/10.21329/khrd.2023.18.2.163.

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This study aims to identify the structural relationship among teachers’ autonomy, achievement goal orientation, digital literacy, innovative teaching behavior with ICT. For this purpose, this study collected data from a total of 693 elementary and secondary school teachers in Korea, and analyzed direct and indirect effects between variables by applying a structural equation model. As a result of the study, teacher's autonomy and teachers' achievement goal orientation had a statically significant effect on teachers' digital literacy, but only teacher's autonomy had a positively significant effe

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Paradis, Audrey, Sonja Lutovac, Katri Jokikokko, and Raimo Kaasila. "Towards a relational understanding of teacher autonomy: The role of trust for Canadian and Finnish teachers." Research in Comparative and International Education 14, no. 3 (2019): 394–411. http://dx.doi.org/10.1177/1745499919864252.

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We argue that teacher autonomy should be conceptualised differently from its current form, that confines teacher autonomy to the individual, or to freedom from control. Here, we investigate the role of trust concerning teachers’ perceptions of their own autonomy, embedded in differing contexts and relations. To display contextual variations, we study qualitatively a sample of Canadian and Finnish upper-secondary school mathematics teachers. Our findings reveal that trust plays a decisive role in whether teachers feel autonomous or not, and that trust plays a central role in relationships teach

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Liu, Dingqiao. "Teacher’s Autonomy Support Role in University Psychology Class Teaching Quality." World Journal of Education and Humanities 7, no. 1 (2025): p31. https://doi.org/10.22158/wjeh.v7n1p31.

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This research investigates the relationship between the autonomy support afforded to teachers and class teaching. The profile of respondents includes a diverse group of teachers varying in sex, years of service, and highest educational attainment. Teachers' perceptions of autonomy support were generally positive, particularly in areas such as responsive teaching and providing rationale, although there is room for improvement in minimizing control and pressure. No significant differences were found in the perceived autonomy support based on sex, length of service, or educational attainment. The

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Ju, Mi, and Sang Ock Jang. "The Effect of Early Childhood Teachers’ Autonomy and Play Support Competency on the Play Implementation of the 2019 Revised Nuri Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (2023): 319–34. http://dx.doi.org/10.22251/jlcci.2023.23.12.319.

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Objectives The purpose of this study was to examine the effect of early childhood teachers’ autonomy, play support competency on the play implementation of the in the 2019 Nuri curriculum. Methods For data collection, 324 early childhood teachers in Gyeongnam province were surveyed by questionnaires about teachers’ autonomy, play support competency on the play implementation of the in the 2019 Nuri curriculum from 30 May 2022 to 12 Jun. For data analysis, descriptive statistics, Pearson’s correlation , and hierarchical regression analysis were used by SPSS 25.0. Results First, earl

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Dissertations / Theses on the topic "Teachers autonomy"

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Moomaw, William Edward. "Teacher-perceived autonomy a construct validation of the teacher autonomy scale /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000027.

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Wang, Miao, and 王苗. "Professional autonomy of music teachers in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45595847.

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Nguyen, Nga Thanh. "Learner autonomy in language learning : teachers' beliefs." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69937/1/THANH%20NGA_NGUYEN_Thesis.pdf.

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This case study research investigated the extent to which Vietnamese teachers understood the concept of learner autonomy and how their beliefs about this concept were applied in their teaching practices. Data were collected through two phases of the study and revealed that teachers generally lacked understanding about learner autonomy; there was an alignment between this lack of understanding and teachers' actual teaching practices regarding learner autonomy. The findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of educationa

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Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.

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This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but t

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Marcelli, Giorgia <1983&gt. "Exploring the autonomy of learning - Teachers’ point of view." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/18708.

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The learner autonomy has been considered a relevant field of research for a long period and it is impossible to have a good promotion of such autonomy without an adequate school system. The aim of the present study is to understand the relationship between the Italian school system, the request for autonomy and the development of the European competences for lifelong learning. The demand for 'learning to learn', implies the concept of autonomy in the action of students, while the traditional teaching paradigms fail to fully meet the new needs. A change in the didactic approach that makes the r

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Long, Nana. "Teacher autonomy in a context of Chinese tertiary education: case studies of EFL teachers." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/103.

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This thesis reports on a multiple case study of four EFL teachers’ long-term development of autonomy in a particular Chinese mainland university. Each teacher was selected as a holistic case because of their variations in dispositions, backgrounds, experiences, and trajectories of development. It addresses three major research questions: 1) How do the teachers control over the multiple aspects of their teacher work across time and contexts? 2) What are the major individual and contextual factors that facilitate and constrain the development of teacher autonomy? 3) How do teacher identities aff

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Cripps, Anthony Clayton. "Teachers' views on fostering learner autonomy through a CALL project." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479294.

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Paradis, A. (Audrey). "Towards a relational conceptualisation of teacher autonomy:narrative research on the autonomy perceptions of upper-secondary school teachers in different contexts." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526223230.

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Abstract This narrative research focuses on teachers’ perceptions of autonomy because of its importance to job commitment, efficiency, satisfaction, and motivation. A positive perception of autonomy relates to teachers’ feelings of competency, empowerment and professionalism. The overall importance of and desire for autonomy may be symptomatic of teachers’ reactions to obtain more, or to keep the autonomy they have. Previous studies have often depicted teacher autonomy as individualistic, comprising freedom from control. However, this research challenges the appropriateness of this conceptuali

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Nicoll, Carol Patricia. "The dynamics of individual teacher autonomy: A case study of teachers' work in a Queensland secondary school." Thesis, University of British Columbia, 1997.

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The emphasis on collegiality and collaboration in the literature on teachers' work and school reform has tended to underplay the significance of teacher autonomy. This thesis explores the dynamics of teachers' understandings and experiences of individual teacher autonomy (as contrasted with collective autonomy) in an independent school in Queensland which promoted itself as a 'teachers' school' with a strong commitment to individual teacher autonomy. The research was a case study which drew on methodological signposts from critical, feminist and traditional ethnography. Intensive fieldwork in

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Anderson, Victoria. "Language Learner Autonomy: Both Sides of the Coin : A study of EFL teachers' and students' perceptions of autonomy in Spain." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122476.

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Learner autonomy has become the latest buzzword in the world of EFL pedagogy and practice, but what do contemporary practitioners and learners of EFL understand by learner autonomy, what do they believe it is, and do they consider it to be valuable? The purpose of this mixed-methods study in Spain is to garner teacher and student perceptions of this popular notion – to identify and compare their beliefs and understandings of autonomous learning and learners within the Spanish EFL context. Specifically, we are focused upon a comparative interpretation of the desirability and feasibility of auto

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Books on the topic "Teachers autonomy"

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Wermke, Wieland, and Maija Salokangas. The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65602-7.

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1957-, Barfield Andrew, and Brown Stephen H, eds. Reconstructing autonomy in language education: Inquiry and innovation. Palgrave, 2007.

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Flávia, Vieira, ed. Struggling for autonomy in language education: Reflecting, acting, and being. Peter Lang, 2009.

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Flávia, Vieira, ed. Struggling for autonomy in language education: Reflecting, acting, and being. Peter Lang, 2009.

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Schreiber, Horst. Widerstand und Erinnerung in Tirol 1938-1998: Franz Mair, Lehrer, Freigeist, Widerstandskämpfer. Studien, 2000.

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Henshūbu, Sekai Shisōsha. Takigawa jiken: Kiroku to shiryō. Sekai Shisōsha, 2001.

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Lamb, Terry, and Hayo Reinders, eds. Learner and Teacher Autonomy. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.

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Hicks, John B. Towards a better understanding of personal autonomy and its classroom implications: An action research project involving a group of independent middle school teachers. [Kingston Polytechnic], 1990.

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Tort-Moloney, Danièle. Teacher autonomy: A Vygotskian theoretical framework. Centre for Language and Communication Studies, T.C.D., 1997.

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A, Camilleri, and Council of Europe. European Center for Modern Languages., eds. Introducing learner autonomy in teacher education. Council of Europe, 1999.

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Book chapters on the topic "Teachers autonomy"

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Gabryś-Barker, Danuta. "Preservice Teachers’ Perceptions of Teacher Autonomy." In Second Language Learning and Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07764-2_10.

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Harðarson, Atli. "Teachers’ Professionalism, Trust, and Autonomy." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_34-1.

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Harðarson, Atli. "Teachers’ Professionalism, Trust, and Autonomy." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_34.

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Benson, Phil. "Teachers' and learners' perspectives on autonomy." In Learner and Teacher Autonomy. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.05ben.

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Wermke, Wieland, and Maija Salokangas. "Social Autonomy." In The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65602-7_6.

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Wermke, Wieland, and Maija Salokangas. "Educational Autonomy." In The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65602-7_5.

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Wermke, Wieland, and Maija Salokangas. "Administrative Autonomy." In The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65602-7_8.

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Wermke, Wieland, and Maija Salokangas. "Developmental Autonomy." In The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65602-7_7.

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Hacker, Penny, and Gary Barkhuizen. "Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education." In Learner and Teacher Autonomy. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.14hac.

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Martinez, Hélène. "The subjective theories of student teachers: Implications for teacher education and research on learner autonomy." In Learner and Teacher Autonomy. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.11mar.

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Conference papers on the topic "Teachers autonomy"

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Karabacak, Eda, Karel Nemejc, and Dilruba Kurum Yapıcıoglu. "Everybody Has Their Own Image: Teacher Autonomy of the University Teachers." In 16th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2023. http://dx.doi.org/10.22616/reep.2023.16.016.

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Teacher autonomy is defined as teachers’ freedom to make their own decisions about the curriculum, their professional development, and their participation in the administrative decision-making processes. The term teacher autonomy is commonly discussed in the context of primary and secondary schools. However, it is also important to understand how faculty members perceive and experience their teacher autonomy to empower them professionally. As a result, the aim of this research is to understand how the university teachers define and experience teacher autonomy. The data of this basic qualitativ

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Zeng, Zhengping. "Pathways to Pre-service Teachers Professional Development:Insights from Teacher Autonomy." In International Academic Workshop on Social Science (IAW-SC-13). Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.194.

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Nurfiqah, Siti. "EFL Teachers’ Views on Learner Autonomy." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.037.

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Quyen, Thach Thi. "Teacher and Peer Supports on EFL Learners’ Autonomy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.6.

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The role of teacher and peer autonomy support place great importance on boosting learners' autonomy. Meanwhile, the first agent enables students to gain the feeling of acceptance and confidence, the second one supports them to deal with challenging tasks. This current research was carried out to dip into such social agents on learners’ autonomy with three main objectives. The purpose of this study is to dip into such social agents on learners’ autonomy with three main objectives. Firstly, the role of teacher autonomy support was examined. Secondly, the role of peer autonomy support was also in

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Day, Christopher. "Professionalism, Autonomy, and Commitment: Chinese Teachers' Perspectives." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1882717.

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Wu, Yue, and Fati Wu. "The Relationship between Teacher Autonomy and ICT Competency of Pre-service Teachers." In 2018 Seventh International Conference of Educational Innovation through Technology (EITT). IEEE, 2018. http://dx.doi.org/10.1109/eitt.2018.00011.

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Weinberger, Alfred, Jean-Luc Patry, and Sieglinde Weyringer. "Autonomy-supportive learning with VaKE (Values and Knowledge Education) in teacher education. Fostering empathy and cognitive complexity." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4978.

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The aim of this study is to examine enhanced autonomy-supportive teaching with VaKE (Values and Knowledge Education) in teacher education. VaKE is a constructivist teaching and learning approach which combines values and knowledge education, providing possibilities for autonomous learning. A quasi-experiment was applied with N = 43 pre-service teachers in an Austrian university of teacher education. The standard VaKE was compared with VaKE focusing on enhanced autonomy-supportive teaching by providing option choices. Dependent variables were the capacity to take the perspective of others (empa

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Pricope, Mihaela, Simona Mazilu, and Fabiola Popa. "MOTIVATING STUDENTS IN THE ONLINE TEACHING ENVIRONMENT IN PANDEMIC TIMES." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-035.

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Online learning is a challenge, a unique experience and an opportunity for self-reflection and progress for both students and teachers. The virtual teaching experience brings changes on several levels, among which we mention: study conditions, teaching materials, communication between colleagues and between students and teacher, feedback given to students. There are various factors that may influence the effectiveness of online learning, one of the most important being the level of motivation that teachers and students have in the teaching-learning process. According to Ryan & Deci [8], re

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Nurhayati, Nunung, Obay Jambari, Berita Mambarasi Nehe, Habib Cahyono, Puji Siswanto, and Arief Styo Nugroho. "EFL Teachers’ Beliefs and Practices About Learner Autonomy." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.025.

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Melvina, Melvina, and Didi Suherdi. "Indonesian ELT Teachers’ Beliefs toward Language Learner Autonomy." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.53.

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Reports on the topic "Teachers autonomy"

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen

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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers h

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Tian, Xiaoling. Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.470.

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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing

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Koh, Koon Teck, Ying Hwa Kee, Jia Yi Chow, and Martin Camire. The use of information communication and technologies tools to maximise students' learning in physical education in Singapore schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22667.

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With the Ministry of Education’s (MOE) focus on using ICT in resourceful and innovative ways to improve teaching and learning (MOE, 2014), PE teachers should be trained and equipped with strategies to create environments where students are given more autonomy to decide ‘what’ to learn and ‘how’ to learn, according to students’ ability to use Information Communication and Technologies (ICT). For example, making available e-learning materials related to the lesson before and after the class affords students opportunities to learn more readily on their own than when these materials are absent. Us

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Wasanasomsithi, Punchalee. An investigation into language learners' use of and attitudes toward a self-access learning center : paving the path to learner autonomy. Chulalongkorn University, 2004. https://doi.org/10.58837/chula.res.2004.103.

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Previous research has shown that classroom-based language learning alone may not be sufficient to lead learners to mastery of the target language. For this reason, language learner's self-directed learning or independent language learning, both in the Self-Access Learning Center (SALC) and in authentic situations outside classes, has become an essential component of English language learning, both in the ESL and EFL contexts. The main objective of this research was to investigate the use of a self-access language learning center by 515 Chulalongkorn University students who were required to ear

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Nietschke, Yung, Anna Dabrowski, Nora Warren, and Michelle Arasi-Mulitalo. Building education system resilience in Samoa: Exploring systems, policies and classroom practices. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-787-8.

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This report presents the findings of research into education system resilience in Samoa during and immediately following the COVID-19 pandemic. The study aimed to build a deeper understanding of policies and practices in place, and what lessons can be drawn to support system-wide adjustments to mitigate future school disruptions. Data included case studies of practice, student assessment data and secondary data analysis of the 2018-2021 PILNA surveys for Samoa. The study identified the policies and practices that contribute to the Samoan education system’s capacity to respond and recover from

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Johnson, Daniel. Principal Vision, Environmental Robustness, and Teacher Sense of Autonomy in High Schools. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1320.

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Dancis, Julia. The Role of Teacher Autonomy Support Across the Transition to Middle School: Its Components, Reach, and Developmental Effects. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6611.

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Chea, Phal, Davut Nhem, Sathya Chea, and Chankoulika BO. The Reversal of Gender Gap in Learning: Why Boys Are Falling Behind in Upper Secondary Schools. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/wp.145.202406.

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Abstract:

The global emphasis on addressing gender disparities in education has highlighted the importance of equitable academic achievement for policymakers, scholars, and the public. The Sustainable Development Goals (SDGs) have incorporated gender equity, emphasising the ongoing challenge of ensuring equal access to quality education worldwide. In Cambodia, traditionally a male-dominated society, a notable shift has been observed: female students are now surpassing their male counterparts in school enrolment and academic performance. This reversal has sparked significant public interest, prompting th

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