A study on Gender Role Attitude and Practicing Gender Equality Education for Elementary School Teachers in Taichung County

• Main Authors: Mei-chen Yang, 楊美真
• Other Authors: Juei-Chin Lee
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/35915426108153812163

碩士 === 靜宜大學 === 青少年兒童福利研究所 === 95 === Abstract This research aims at studying the gender role attitude and the practice of gender equality education for elementary school teachers in Taichung County, as well as the relationships between various background variables, teachers’ gender role attitude and the practice of gender equality education. It employs a quantitative research method. The data are collected by questionnaires concerning “the research related to teachers’ gender role attitude and the practice of gender equality education” with elementary school teachers in Taichung County as the subject. A total number of 400 questionnaires are delivered, and 329 usable responses are received. Data analysis is conducted by descriptive statistics, t-test, one-way analysis of variance, chi-square test, etc. With regard to the gender role attitude and the practice of gender equality education for elementary school teachers, the research results reveal that (1) the gender role attitude for elementary school teachers in Taichung County tends towards equality and modernization. (2) Gender stereotype still exists among teachers in the education field. (3) The implementation of gender equality education tends to be satisfactory. With regard to the differences between elementary school teachers of various background variables concerning gender role attitude, it is found that female teachers take an equal gender role attitude than male teachers, and that married female teachers’ gender role attitude has a higher tendency towards modernized equality as compared to married male teachers. Teachers who serve as tutors and subject teachers take a higher gender role attitude than teachers who also take the administration works. Teachers’ age and education level do not affect their gender role attitude. With regard to the differences between elementary school teachers of various background variables concerning the practice of gender equality education, the statistic analysis shows that: (1) teachers aged 41 to 50 perform better in practicing gender equality education than those aged below 30 do. (2) Married teachers perform better in practicing gender equality education than those who are single. (3) Regarding sexual harassment prevention education, tutors and teachers who take administration works perform better than subject teachers do. (4) Teachers’ age and education level do not affect their performance in practicing gender equality education. Actually, teachers of different gender role attitude do not vary in their practice of gender equality education. Suggestions for teachers, education administrative organizations and future research in related topics are made according to the finding of this research, as a future reference for education organizations and related personnel. Key Words：elementary school teacher, gender role attitude, practicing gender equality education