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Artículos de revistas sobre el tema "Women teachers"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Grambs, Jean Dresden. "Are Older Women Teachers Different?" Journal of Education 169, no. 1 (1987): 47–64. http://dx.doi.org/10.1177/002205748716900105.

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Most teachers are women, and most older teachers are women. Does this group of educators comprise a distinctive population in terms of their own growing older and/or in the ways they teach and participate in school affairs? Low status is associated with being older, being female, and being a teacher. When combined, there are some expected stresses and problems not encountered by male counterparts. The double pressure of job and family for a woman in midlife often produces personal crises since work situations do not respond to these pressures on women. Unfortunately, research on age and teachi

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2

Rossi, Jean Pablo Guimarães, Thaíse Fernanda de Lima Mares, and Eliane Rose Maio. "Women, teachers and researchers." Revista Internacional de Educação Superior 10 (November 21, 2022): e024032. http://dx.doi.org/10.20396/riesup.v10i00.8670871.

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Introduction: In this research, our general objective is to present issues that can be identified and analyzed, around the experiences of women, teachers, researchers, who were in the university space at the time of the pandemic (which began in 2019), due to of the Coronavirus/COVID-19. Social isolation, which was imposed as one of the measures to contain the virus, required (and has required) all of us to (re)think new adaptations and readjustments, especially in regard to the academic field. Teachers have been challenged to reflect on their activities in various aspects, both professional an

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3

Fuller, Kay. "Women secondary head teachers." Management in Education 23, no. 1 (2009): 19–31. http://dx.doi.org/10.1177/0892020608099078.

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4

Maguire, Meg. "Women Who Teach Teachers." Gender and Education 5, no. 3 (1993): 269–81. http://dx.doi.org/10.1080/0954025930050303.

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5

Paul, Pope John. "Women: teachers of peace." Journal of Muslim Minority Affairs 16, no. 2 (1996): 295–99. http://dx.doi.org/10.1080/13602009608716346.

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6

Begum, Dr Shaista. "A Study of Social Adjustment among Schedule Caste Women Teachers and General Caste Women Teachers: In Reference to Govt. Schools of Meerut U.P." REVIEW JOURNAL PHILOSOPHY & SOCIAL SCIENCE L, no. 1 (2025): 57–61. https://doi.org/10.31995/rjpss.2025.v50i01.008.

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Social adjustment is an important aspect of human life. It becomes even more crucial for communities that are marginalized, such as the scheduled castes. In Indian society, cast-based discrimination is deeply rooted, and it manifests within the education sector as well, especially, when female teachers face social pressures and attempt to balance their professional lives with these challenges. The present study aimed to examine the difference in the Social Adjustment among scheduled caste woman teachers and General caste woman teachers in the context of government schools of Meerut district. T

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7

장수지. "Supporters of Working Mothers, Daycare Teachers: Women Who Sustained the Childcare Program in the Early PRC." Women and History ll, no. 30 (2019): 257–304. http://dx.doi.org/10.22511/women..30.201906.257.

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8

Butler, Anne M., and Polly Welts Kaufman. "Women Teachers on the Frontier." Journal of American History 72, no. 2 (1985): 411. http://dx.doi.org/10.2307/1903416.

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9

Kotecha, Piyushi. "The Position of Women Teachers." Agenda, no. 21 (1994): 21. http://dx.doi.org/10.2307/4065818.

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10

Riley, Glenda, and Polly Welts Kaufman. "Women Teachers on the Frontier." Western Historical Quarterly 16, no. 1 (1985): 79. http://dx.doi.org/10.2307/968161.

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11

Jensen, Billie, and Polly Welts Kaufman. "Women Teachers on the Frontier." History Teacher 19, no. 1 (1985): 151. http://dx.doi.org/10.2307/493645.

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12

Grace, Gerald. "Women Teachers as Organic Intellectuals." British Journal of Sociology of Education 16, no. 3 (1995): 415–17. http://dx.doi.org/10.1080/0142569950160309.

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13

Kean, Hilda. "Women Teachers, Experience and Theory." Oxford Review of Education 23, no. 3 (1997): 407–10. http://dx.doi.org/10.1080/0305498970230310.

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14

Schick, Carol. "White Women Teachers Accessing Dominance." Discourse: Studies in the Cultural Politics of Education 21, no. 3 (2000): 299–309. http://dx.doi.org/10.1080/713661167.

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15

Morris Matthews, Kay, and Kay Whitehead. "Australian and New Zealand women teachers in the First World War." History of Education Review 48, no. 1 (2019): 31–45. http://dx.doi.org/10.1108/her-05-2018-0012.

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Purpose The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918. Design/methodology/approach Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad. Findings Insights are offered into the opportunities provided by the First World War for channel

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16

Mrs., Savita S. Patil, and A. G. Hemantha Kumar Dr. "Teacher Effectiveness of Women Student Teachers in Relation to Their Adjustment." International Journal of Research and Review 6, no. 2 (2019): 241–45. https://doi.org/10.5281/zenodo.3987167.

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Education develops man’s faculty, specially his mind so that he may be able to enjoy the contemplation of supreme truth, goodness and beauty. Education plays a vital role in the programme of nation building. The most powerful instruments to meet the challenge of poverty and deprivation and of the widening gap between the rich and the poor among countries are education and research. The present study aims at investigating the teacher effectiveness of women student teachers in relation to their adjustment. For the purpose of investigation, descriptive survey the method was employed. A rand

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17

Morley, Alyssa. "Unraveling the ‘female teacher effect’: The positioning and agency of female teachers in girls’ education reform." education policy analysis archives 27 (November 4, 2019): 141. http://dx.doi.org/10.14507/epaa.27.4249.

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Concerns about the academic performance of students from marginalized groups underscore calls for students to be taught by teachers of similar racial, ethnic, or gender identities (e.g., Miller, 2018). In sub-Saharan Africa, projects enlist women teachers as role models for girls in an effort to redress persistent gender disparities in education. However, in casting women teachers as inherent role models to girls, these projects run the risk of reinforcing long-standing portrayals of women in the Global South as a monolithic group with heightened responsibility for development (Chant, 2006; Mo

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18

Marcin, Czechowski, Femiak Joanna, and Kuk Anna. "SOCIAL COMPETENCES AND EMOTIONAL INTELLIGENCE OF FUTURE PE TEACHERS." Journal of Physical Education & Health 3, no. 5 (2014): 19–28. https://doi.org/10.5281/zenodo.4045798.

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<em><strong>Abstract</strong></em> The aim of the study is to establish the level of social competences and emotional intelligence amongst future P.E. teachers. The method of diagnostic survey is applied and the Questionnaire of Social Competences (SCQ) and the Emotional Intelligence Questionnaire (INTE) – which is a Polish adaptation of a tool by Nicola S. Schutte et al. – are used in the study. The research was conducted in April and November 2012. The researched were 1st and the 2nd level students of the teaching specialisation of the Faculty of Physical Education, the UPE in Wa

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19

Acker, Sandra. "Creating Careers: Women Teachers at Work." Curriculum Inquiry 22, no. 2 (1992): 141. http://dx.doi.org/10.2307/1180030.

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20

Fuller, Kay. "Women secondary head teachers in England." Management in Education 31, no. 2 (2017): 54–68. http://dx.doi.org/10.1177/0892020617696625.

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The underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this article is to report findings from a statistical survey of secondary school head teachers across England. Data available in the public domain on school websites have been collated during a single academic year to present a new picture of where women lead secondary schools in England. Mapping the distribution of women by local authority continues to show considerable unevenness across the count

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21

Ladykowska, Agata, and Detelina Tocheva. "Women Teachers of Religion in Russia." Archives de sciences sociales des religions, no. 162 (July 1, 2013): 55–74. http://dx.doi.org/10.4000/assr.25051.

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22

Adams, Gill. "Women teachers' experiences of learning mathematics." Research in Mathematics Education 15, no. 1 (2013): 87–88. http://dx.doi.org/10.1080/14794802.2013.763607.

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23

K., Vellaichamy. "Job Satisfaction Among B.Ed.College Women Teachers." Shanlax International Journal of Arts, Science and Humanities 7, S3 (2020): 19–21. https://doi.org/10.5281/zenodo.4020254.

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Job satisfaction is one such attitude which expresses likes and dislikes or other related entire feelings with which the employees view their works. Attitudes are the feelings, beliefs or mental set that affect individual’s entire life style. Job satisfaction is a multi dimensional concept that is reflected in various aspects of one’s work. An attitude which results from a balancing and summation of several specific likes and dislikes experienced in connection with the job. There evaluation may rest largely upon one’s own success or failure in the achievement of personal obje

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24

Hoh, Yin Kiong. "Outstanding Women in Mechanical Engineering." International Journal of Mechanical Engineering Education 35, no. 3 (2007): 198–206. http://dx.doi.org/10.7227/ijmee.35.3.4.

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The article aims to sensitise teachers to their perception of engineers and scientists. It also highlights the life and achievements of one outstanding woman mechanical engineer, namely Ilene J. Busch-Vishniac, and summarises the achievements of other outstanding women in mechanical engineering. Teachers can use the examples of these outstanding female engineers as role models to inspire their students.

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25

Kirk, Jackie. "Gender, Education, and Development: Are Women Teachers Women in Development?" Canadian Journal of Development Studies/Revue canadienne d'études du développement 26, sup1 (2005): 633–49. http://dx.doi.org/10.1080/02255189.2005.9669103.

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26

Bascia, Nina. "Women teachers, union affiliation, and the future of North American teacher unionism." Teaching and Teacher Education 14, no. 5 (1998): 551–63. http://dx.doi.org/10.1016/s0742-051x(98)00005-5.

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27

Bamrah, Sarabjeet. "Women Education in Colonial Punjab: Significance of Women Teachers and Training Institutions." Sikh Research Journal 9, no. 1 (2024): 26–46. http://dx.doi.org/10.62307/srj.v9i1.17.

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This paper documents and analyzes the dynamics of women’s education chronologically, with a focus on women teachers and training institution in Punjab, before its annexation in 1849 by the British and during its colonial phase. Prior to 1849 Punjab had a vibrant and thriving indigenous educational system. There are evidences that women received education through the existing mechanisms, a fact appreciated by William Adam in his famous reports. The change in the medium of instruction from ‘Persian’- the official language of the state, to ‘Urdu’ after annexation, proved detrimental not only to t

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28

Priatiningsih, Selasi. "Kepemimpinan Wanita Sebagai Kepala Sekolah Studi di SD Negeri Kecamatan Balung Kabupaten Jember." Journal Of Administration and Educational Management (ALIGNMENT) 1, no. 1 (2018): 1–10. http://dx.doi.org/10.31539/alignment.v1i1.220.

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The research aims at describing types as well as teachers perception on woman principal leadership in Public Primary School in Balung subdistrict. The research approach was quantitative with survey research to gather a general descrition of woman principal leadership. Data collection was carried out through questionnaire and interview technique to 54 teachers at Public Primary School lead by women principals. The sample was population sample because it used the whole participants as the sample. The results of the research showed that the dominant type of 5 women principals included in personal

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29

Das, Lokanath. "MENTAL HEALTH AND OCCUPATIONAL STRESS OF WOMEN TEACHERS AT SECONDARY LEVEL." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (2021): 11400–11409. http://dx.doi.org/10.21922/srjhsel.v9i46.6650.

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Every woman stuck in a vicious cycle of stress and depression forever trying to balance an ever growing burden of professional responsibilities and personal commitment. Mental health reported as an important factor influencing individual behavior. So the present study is carried out on mental health and occupational stress of women teachers at secondary level. The researcher used the descriptive survey method. One hundred secondary schools from Keonjhar district of Odisha were selected through simple random sampling technique. From the hundred schools, a sample of 100 women teachers was select

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30

V., Manjula Devi, and Ranjithamani Mrs. "A STUDY OF LEGAL AWARENESS AMONG WOMEN TEACHERS." International Journal of Research - Granthaalayah 5, no. 5SE (2017): 122–26. https://doi.org/10.5281/zenodo.810810.

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The need of the hour that basic knowledge of laws should be imparted to a large section of educated population especially women who are the most sufferer section of the society. The Questionnaire was constructed and validated by the investigator. 200 school women teachers were selected as sample using stratified random sampling. The findings of the study reveal that there is a significant difference between awareness of legal rights among women school teachers on the basis of their subject and locality.

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31

Vance, Booney, Norma Nutter, and Sam Humphreys. "Responses of Laboratory School Teachers to the Teacher Stress Inventory." Perceptual and Motor Skills 68, no. 3 (1989): 939–44. http://dx.doi.org/10.2466/pms.1989.68.3.939.

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The study analyzed on-the-job stress for a sample of 30 full-time university laboratory school teachers: 8 men, 19 women and 3 who did not report sex. A small number experienced a great deal of discomfort (stress) in performing their jobs. The strongest sources of stress identified by these teachers were not enough time for relaxation and preparation, personal life shortchanged, inadequate salary, and teaching poorly motivated students. Several aspects of the stress reported are discussed, and recommendations are made regarding research and methods to help teachers cope with stress.

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32

Lameck, Mashuro, and Paul Mupa. "How do Cultural Factors Contribute towards Underrepresentation of Women Teachers in School Leadership in Primary Schools." Indiana Journal of Humanities and Social Sciences 3, no. 10 (2022): 57–61. https://doi.org/10.5281/zenodo.7268474.

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<strong>Abstract:</strong> The study explored cultural factors which cause few women taking up leadership positions in primary schools in Masvingo Province in Zimbabwe. The study was qualitative and rooted in the interpretivist paradigm and was conducted in primary schools in Masvingo Province. The case study and the phenomenological designs were employed to allow for naturalistic methods. The research generated data through open ended questionnaire, semi structured interviews and focus group discussions. The study established that the involvement and interest of women in leadership was low be

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33

Bhatta, Devi, and Surendra Prasad Bhatt. "Struggles of Women Teachers: A Narrative Inquiry." ELE Praxis 1, no. 1 (2024): 14–23. http://dx.doi.org/10.51474/elepraxis.v1i1.550.

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Women teachers struggle to fit into their family responsibilities and the workplace; often, they cannot perform well while trying to balance both. Against this backdrop, this study aims to explore the experiences of women teachers to understand their professional struggles in their workplace. It is a qualitative study, where I purposively selected four women teachers from Far-West (Kailali) as my research participants. They teach in private and public schools. I interviewed them to collect the information required for this study. Simultaneously, I recorded and transcribed the data, then coded,

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34

Thompson, Kali, and Stephanie Jones. "The everyday traumas of neoliberalism in women teachers’ bodies: Lived experiences of the teacher who is never good enough." Power and Education 13, no. 2 (2021): 88–99. http://dx.doi.org/10.1177/17577438211011631.

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A teacher’s ability to feel successful – some might even say good – in today’s education system relies on a particular conception of academic success. We argue neoliberalism, as it operates in education, is a normalized trauma enfolded in the individual and collective bodies of women teachers producing overwhelming feelings of never being good enough while also not feeling entitled to do what is right – in the moment – for the children they teach. But this is not new; women have historically been positioned as others through whom educational directives should flow without question. Using the l

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35

Jianling, Liu. "Women Teachers' Role Conflict and Its Management." Chinese Education & Society 33, no. 4 (2000): 68–74. http://dx.doi.org/10.2753/ced1061-1932330468.

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36

Brown, Helen, and Alison Oram. "Women Teachers and Feminist Politics 1900-39." Labour / Le Travail 44 (1999): 289. http://dx.doi.org/10.2307/25149018.

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37

Chuinneagáin, Síle. "Women teachers and into policy 1905–1916." Irish Educational Studies 14, no. 1 (1995): 221–25. http://dx.doi.org/10.1080/0332331950140120.

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38

Theobald, Marjorie. "Women teachers and feminist politics, 1900-1939." Women's History Review 7, no. 2 (1998): 261–85. http://dx.doi.org/10.1080/09612029800200357.

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39

Whitehead, Kay. "Democracy’s angels: the work of women teachers." History of Education 44, no. 5 (2015): 673–75. http://dx.doi.org/10.1080/0046760x.2015.1054894.

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40

Becker, Henry Jay. "Men and women as computer-using teachers." Sex Roles 13, no. 3-4 (1985): 137–48. http://dx.doi.org/10.1007/bf00287906.

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41

C., Subbulakshmi. "Administrative Behaviour Among Women Higher Secondary Teachers." Shanlax International Journal of Arts, Science and Humanities 7, S3 (2020): 15–18. https://doi.org/10.5281/zenodo.4020252.

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The teachers of the school may be considered as the solar orbit round whom all the student planets revolve.  A teacher holds the key position in the school. She is the hub of the school activity. She draws the whole plan of the school, execute the plan, and distribute work and co-ordinates the activities. She ensures smooth functioning and harmonious development of the whole school programme. The success of the school system depends upon their efficiency, alertness, sagacity, imagination, originality and experience. Their personality carts a strong formidable impact on the school programm

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42

Casey, Kathleen. "Teacher as Mother: curriculum theorizing in the life histories of contemporary women teachers." Cambridge Journal of Education 20, no. 3 (1990): 301–20. http://dx.doi.org/10.1080/0305764900200310.

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43

Wang, Hanqing. "Gender Inequality in Teacher Recruitment: Lack of Male Teachers." Journal of Education, Humanities and Social Sciences 12 (April 19, 2023): 204–10. http://dx.doi.org/10.54097/ehss.v12i.7632.

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Due to the lack of male teachers, many primary and secondary schools provide policies in favor of men in teacher recruitment in order to balance the gender ratio of teachers in schools. However, such recruitment policies cannot change men's resistance to the education industry but cause discrimination and unfair treatment of women in recruitment. On the one hand, the gender imbalance of the teaching staff needs to be improved. On the other hand, gender discrimination in teacher recruitment should not continue. Focusing on the theme of teacher gender, this study is based on the unfair situation

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44

Nithyanantham, Dr Vinnaras. "Level of Interpersonal Relationship among the Women Student-Teachers in Iraq." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 2592–99. http://dx.doi.org/10.37200/ijpr/v24i5/pr201959.

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45

Whitehead, Kay. "Australian women educators’ internal exile and banishment in a centralised patriarchal state school system." Historia y Memoria de la Educación, no. 17 (December 18, 2022): 255–90. http://dx.doi.org/10.5944/hme.17.2023.33121.

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This article explores Australian women teachers’ struggles for equality with men from the late nineteenth to the mid-twentieth century. While Australia purported to be a progressive democratic nation, centralised patriarchal state school systems relied on women teachers to fulfil the requirements of free, compulsory and secular schooling. This study focuses on the state of South Australia where women were enfranchised in 1894, far ahead of European countries. However, women teachers were subjected to internal exile in the state school system, and banished by the marriage bar. The article begin

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46

Kepalaitė, Albina. "Peculiarities of Teachers’ Coping Strategies." Social welfare : interdisciplinary approach 3, no. 2 (2013): 52–60. http://dx.doi.org/10.15388/sw.2013.28271.

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This research aims to reveal teachers’ stress coping peculiarities. It was identifi ed that teachers most often used planful problem solving and accepting responsibility, while escaping-avoidance and confrontation were used most rarely. Female teachers used all coping strategies more often than male teachers. Succession of frequency of coping strategies in male and female groups differs. Senior women use confrontation and distancing coping more rarely than younger women. The specifi city of frequency of coping strategies, considering the delivered subject, was disclosed.

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Pérez-Testor, Carles, Julia Behar, Montse Davins, et al. "Teachers' Attitudes and Beliefs about Homosexuality." Spanish journal of psychology 13, no. 1 (2010): 138–55. http://dx.doi.org/10.1017/s1138741600003735.

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Schools play a key role in transmitting attitudes towards sexual diversity. Many studies stress the importance of teachers' and other professionals' attitudes towards gay men and/or lesbian women. This study evaluates attitudes and prejudices toward homosexuality in a sample of 254 elementary and high school teachers in Barcelona and its surrounding area. The results obtained using a scale of overt and subtle prejudice and a scale of perceived discrepancy of values indicate that discrepancy between likely behavior and personal values was significantly greater in women, those who hold religious

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48

Tri Widarwati, Nunun, Purwani Indri Astuti, and Ratih Wijayava. "Knowledge of Word Formation for Women Teachers in Kindergarten of Dukuh 02 Mojolaban Sukoharjo." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 8, no. 4 (2024): 1003–9. https://doi.org/10.31849/dinamisia.v8i4.17124.

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The aims of Community services are to improve knowledge of word formation for women Teachers in Kindergarten of Dukuh 02 so that women Teachers can teach their students. The Method are Pre-test, Presentation, oral, Post-test and discussion of question and answer with face to face. The Media are print-out of Powerpoint, white board , book and bolpoint. The participant are women teachers in Kindergarten of Dukuh 02. The results find that there are improving the knowledge of word formation for women teachers in Kindergarten of Dukuh 02 with 25 point (25%) and the minimum score is 80. The benefit

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49

Beer, John. "Depression and Self-Esteem of Teachers." Psychological Reports 60, no. 3_part_2 (1987): 1097–98. http://dx.doi.org/10.1177/0033294187060003-215.1.

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The correlation between self-esteem and depression measured on the Coopersmith Self-esteem Inventory-Adult Form and Beck Depression Inventory for 51 teachers was –-.59. There were no significant differences between men and women and single or married subjects for depression. There was a significant difference between men and women for self-esteem (men scored higher) but none between single or married subjects.

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50

Mumma, Kaley, Katherine Hartmann, and Michael Martin. "Gender Bias Experineces in School-Based Agricultural Education." Journal of Agricultural Education 65, no. 4 (2024): 358–73. https://doi.org/10.5032/jae.v65i4.2491.

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Today, women compose 44% of students enrolled in FFA and 50% of leadership positions within FFA are held by women. The increasing number of women in School-Based Agricultural Education (SBAE) will mean these women might encounter gender-based bias. In this study, we interviewed and surveyed women SBAE teachers to explore what form gender bias takes within SBAE. We found women experienced gender bias from students, peers, and from within the agriculture industry. Given these findings, we propose recommendations including trainings and support for students entering the profession and for current

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