中小学教师育人素养与育人效果的性别差异调查研究

教师性别是审视教育活动的重要视角。教师育人素养和育人效果伴随着教师性别比例失衡的加剧而日益受到社会关注。采用自编的"中小学教师育人素养调查表"中小学教师育人效果调查表"以及Paulhus编制的"操纵印象量表",对来自重庆市30所中小学校182个班级的522名教师以及3 852名学生进行调查。研究发现：中小学男女教师的育人素养状况总体趋同且成分趋近;育人素养的性别差异存在稳定性和可变性;在具体体现育人素养的一些项目上男女教师表现出各自的性别优势;语文学科教师性别差异对学生成绩有显著影响,语数外学科均不存在同性教育效应;女班主任有比男班主任更好的育人效果及性别平等意识,但男女班主任都存在城乡偏好;班级教师性别比例均衡对学生发展有良好的促进作用,教师性别比例失衡减弱了对学生发展的促进作用,但没有带来明显不利的影响。针对研究结果提出了优化教师性别结构、重塑教师性别角色期待以及在关注整体女性化失衡的同时警惕局部男性化失衡等建议。

Investigation on the Gender Differences in the Education Quality and the Effect of Primary and Secondary School Teachers

Teachers'' gender is an important perspective to observe educational activities. The gender differences in the education quality and the effect of the teachers have been paid more and more attention with the increase of unbalanced sex ratio of the teachers. Using self-made "Education quality questionnaire of the teachers in primary and secondary school", "Educational effect questionnaire of the teachers in primary and secondary school" and "Control impression scale" made by Paulhus, the author carried out a survey on 522 teachers and 3852 students from 182 classes of 30 primary and secondary school. The results show are as follows. The education quality of male and female teachers in primary and secondary school is generally convergent and the componentsapproach. Thereare stability and variability in the gender differences in education quality.In some specific projects of education quality, both the male and female teachers show their gender advantage. The gender of the teachers of Chinese has a significant effect on the students''performance, but there is no same-sex education effect in the subjects of Chinese, mathematics and English.Female class advisers have better education effect and gender equality than male class advisers but they both have urban and rural preferences. The balance of sex proportion of class teachers has the best promoting effect on the students'' development, the imbalance of teacher''s sex ratio weakens the promoting effect on the students''development, but has no obvious adverse effect. Based on the research results, we put forward some suggestions to optimize teachers'' gender study, to reshape the gender role expectation of teachers on the basis of the scientific research of gender and to pay attention to the imbalance of the whole female while being alert to the imbalance between male and female teachers.