Abstract

This study explores the gender-stereotyped beliefs and perception of secondary school teachers’ in classroom practices. A total of 250 teachers’ participated in this study. A self-administered questionnaire was used to generate responses from teachers on how gender-stereotypes are played out in their classroom practices. Data were analysed using descriptive statistics, one-way ANOVA and t-test. Results indicate that most of the teachers surveyed directly or indirectly promote gender-stereotypes. However, ANOVA test revealed no statistically significant difference between some demographic variables and the three aspects. From these findings, it is recommended that teacher education curricula for both pre-service and in-service must be permeated with opportunities to acquire gender sensitivity knowledge, skills and develop attitudes in classroom layout, use of resources, responsibilities for activities, discipline, classroom language and teacher-students interaction. In addition, Federal and States Ministries of Education need to develop textbooks and materials, establish mechanisms to monitor and evaluate education policy implementation from a gender equality perspective.

How to Cite
IFEGBESAN, Ayodeji. Gender-Stereotypes Belief and Practices in the Classroom: The Nigerian Post-Primary School Teachers. Global Journal of Human-Social Science Research, [S.l.], v. 10, n. 4, aug. 2010. ISSN 2249-460X. Available at: <https://socialscienceresearch.org/index.php/GJHSS/article/view/62>. Date accessed: 28 sep. 2020.