A Scale Development Study to Determine Preschool Teachers' Perception of Gender Roles in the Classroom

Yıl 2024, Cilt: 11 Sayı: 3, 184 - 200, 02.05.2024

Seçil Yıldız Nefise Semra Erkan

https://doi.org/10.17275/per.24.41.11.3

Öz

The aim of this study is to develop an in-class gender role perception scale for preschool teachers. The study group of the research consists of 493 pre-school teachers working in independent kindergartens, kindergartens within primary schools and kindergartens within secondary schools in Nevşehir, Kırşehir, Niğde and Aksaray provinces of Turkey. The content validity of the scale was ensured by expert opinions. Construct validity was ensured by both exploratory and confirmatory factor analyses. KMO and Bartlett tests were used to determine the suitability of the created items for factor analysis, and these tests were found to be significant at the p <.05 level. With the factor analysis performed to reveal the factor structure of the scale items, a structure consisting of 4 sub-dimensions and 42 items was determined: "general gender discourses in fairy tales and stories, gender role characteristics, gender-specific behavioral reactions and gender". In the reliability analysis of the scale items, Spearman-Brown and Guttman Split-Half reliability coefficients were calculated and these coefficients were found to be suitable for all sub-dimensions. Cronbach's Alpha (α) values were calculated and the resulting coefficient value was found suitable for reliability. Confirmatory factor analysis was performed and the fit indices confirmed the structure created by the factor analysis.

Anahtar Kelimeler

preschool, preschool teacher, gender, gender roles, gender role perception

Kaynakça

• Aksu, G., Eser, M.T. ve Güzeller, C. O. (2017). Açımlayıcı ve doğrulayıcı faktör analizi ile yapısal eşitlik modeli uygulamaları [Structural equation model applications with exploratory and confirmatory factor analysis]. Detay Edition.
• Almutawa, F. (2005). Beliefs of pre-service teachers at the university of pittsburgh about gender roles and the role of teachers in relation to gender differences (Doctoral dissertation). University of Pittsburgh, Pittsburgh.
• Altunışık, R., Coşkun, R., Bayraktaroğlu, S. ve Yıldırım, E. (2007). Sosyal bilimlerde araştırma yöntemleri spss uygulamalı. [Spss applied research methods in social sciences] Sakarya Edition.
• Ata Doğan, S., Atış Akyol, N., ve Güney Karaman, N. (2018). Opinions of 5-year-olds on Level of Gender Stereotype and Gender Roles at Home. Gazi Journal of Educational Sciences, 4(3), 53- 65. https://dx.doi.org/10.30855/gjes.2018.04.03.004
• Bayramoğlu, L. (2015). Okul öncesi dönem çocuklarının cinsiyet rollerine ilişkin algılarının incelenmesi [Examination of preschool children's perceptions of gender roles]. (Unpublished master thesis). Doğu Akdeniz University, Gazimağusa, North Kıbrıs.
• Berekashvili, N. (2012). The role of gender-biased perceptions in teacher-student interaction. Psychology of Language and Communication, 16(1), 39–51. https://doi.org/10.2478/v10057-012-0004-x
• Birey, T. ve Beyidoğlu Önen, M. (2013). Toplumsal cinsiyet ve öğretmenlik: öğretmenlerin bakış açısı. [Gender and teaching: teachers' perspective] POST.
• Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design SPSS applications and interpretation]. Pegem Academy.
• Cahill, B. ve Adams, E. (1997). An exploratory study of early childhood teachers' attitudes toward gender roles. Sex Roles, 36, 517-529. https://doi.org/10.1007/BF02766688
• Chen, E.S.G. & Rao, M. (2011). Gender socialization in chinese kindergartens: teachers’ contributions, Sex Roles, 64, 103–116. https://doi.org/10.1007/s11199-010-9873-4
• Comrey, A. L. & Lee, H. B. (2013). A first course in factor analysis. New Jersey: Psychology Press.
• Çokluk, Ö. Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik spss ve lısrel uygulamaları [Multivariate statistics spss and lisrel applications for social sciences]. Pegem Academy.
• DeVellis, R. F.(2014). Ölçek geliştirme kuram ve uygulamalar. (3. Baskı) [Scale development theory and applications. (3rd Edition) ]. Nobel Edition.
• Duffy, J., Warren, K.,& Walsh, M. (2001). Classroom interactions: gender of teacher, gender of student and Classroom Subject. Sex Roles, 45, 579-593. https://doi.org/10.1023/A:1014892408105
• Erden, F. (2004). Early chıldhood teachers’ attıtudes toward gender roles and toward dıscıplıne, Journal of Hacettepe University Faculty of Education, 27, 83-90. https://dergipark.org.tr/en/download/article-file/87799
• Erdena, F. & Wolfgang, C. H. (2004). An exploration of the differences in prekindergarten, kindergarten, and first grade teachers' beliefs related to discipline when dealing with male and female students, Early Child Development and Care, 174(1), 3-1. https://doi.org/10.1080/0300443032000103098
• Erkuş, A. (2012). Psikolojide ölçek ve ölçek geliştirme-I: Temel kavramlar ve işlemler. (1. Baskı). [Scale and scale development in psychology-I: Basic concepts and operations. (1st Edition) ]. Pegem Academy.
• Esen, Y. (2013). Hizmet öncesi öğretmen eğitiminde toplumsal cinsiyet duyarlılığını geliştirme amaçlı bir çalışma. [A study for developing gender sensitivity in pre-service teacher education], Education and Science, 38(169), 280-295. https://egitimvebilim.ted.org.tr/index.php/EB/article/view/2066
• Fagot, B.I. (1984). Teacher and peer reactions to boys' and girls' play styles. Sex Roles, 11, 691–702. https://doi.org/10.1007/BF00288120
• Field, A. (2005). Discovering statistics using SPSS. London: SAGE Publications Pvt Ltd.
• Filiz Ünser, A. (2019). Investigation of gender role attitudes of early childhood and elementary education teacher candidates in terms of different variables (Unpublished master thesis). Anadolu University, Institute of Educational Sciences, Eskişehir.
• Frawley, T (2005). Gender bias in the classroom: current controversies and ımplications for teachers. Childhood Education, 81(4), 221-227. https://doi.org/10.1080/00094056.2005.10522277
• Gül, Ş., ve Sözbilir, M. (2015). Thematic content analysis of scale development studies published in the field of science and mathematics education. Education and Science,40, 85-102. http://dx.doi.org/10.15390/EB.2015.4070
• Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., &Tatham, R. L. (2009). Análise multivariada de dados. Bookman editora.
• Hoe, S. L. (2008). Issues and procedures in adopting structural equation modeling technique, Journal of Applied Quantitative Methods, 3(1), 76-83. https://ink.library.smu.edu.sg/sis_research/5168/
• Kass, R. A. ve Tinsley, H. E. A. (1979). Factor analysis. Journal of Leisure Research, 11, 120-138. https://doi.org/10.1080/00222216.1979.11969385
• Kline, P. (1994). An easy guide to factor analysis. Routledge.
• Koyuncu Şahin, M., Esen Çoban ve Korkmaz, A. (2018). Gender equality and its situation in the turkish education system: from the perspectives of preschool teacher candidates, International Journal of Scientific Research, 3(2), 735-752. https://doi.org/10.21733/ibad.457232
• Logue M. E. & Harvey, H. (2009). Preschool teachers' views of active play. Journal of Research in Childhood Education, 24(1), 32-49. https://doi.org/10.1080/02568540903439375
• Lynch, M. (2015). Guys and dolls: a qualitative study of teachers’ views of gendered play in kindergarten. Early Child Development and Care, 185(5), 679-693. https://doi.org/10.1080/03004430.2014.950260
• Meland, A. T. & Kaltvedt, E.H. (2019). Tracking gender in kindergarten, Early Child Development and Care, 189(1), 94-103. https://doi.org/10.1080/03004430.2017.1302945
• Morojele, P. (2011). What does ıt mean o be a boy? ımplications for girls’ and boys’ schooling experiences in lesotho rural schools. Gender and Eduation, 23(6), 677-693. https://doi.org/10.1080/09540253.2010.527828
• Nunnally, J. (1978). Psychometric methods. McGraw Hill.
• Özkan, B. (2009). Investigating sex- trait stereotypes of 5-6 aged early childhood chidren in the light of some variables. (Unpublished master thesis). Marmara University Institute of Educational Sciences, İstanbul.
• Sadker, M., ve Sadker, D. (1994). Failing at fairness: How America's schools cheat girls. New York: Charles Scribner's Sons.
• Sayılan, F. (2012). Toplumsal cinsiyet ve eğitim-olanaklar ve sınırlar. [Gender and education-opportunities and limits]. F.Sayılan (Ed.), Toplumsal cinsiyet ve eğitim içinde [in gender and education]. (s.13-67). Dipnot.
• Seçer, İ. (2017). SPSS ve Lisrel ile pratik veri analizi. (3. Baskı). [ Practical data analysis with SPSS and Lisrel. (3rd Edition)]. Anı Edition.
• Shen, J., Zhang, N., Zhang, C. (2009). The ımpact of gender on chinese elementary school teachers’ perceptions of student behavior problems. New Horizons in Education, 57(2), 17-31. https://files.eric.ed.gov/fulltext/EJ860822.pdf
• Streitmatter, J. (1994). Toward gender equity in the classroom: Everyday teachers’ beliefs and practices. Albany: State University of New York. http://www.netlibrary.com/ebook_info.asp?product_id=5948 .
• Sümer, N. (2000). Yapısal eşitlik modelleri: temel kavramlar ve örnek uygulamalar [Structural equation models: basic concepts and examples]. Türk Psikoloji Yazıları, [Turkish Psychology Writings], 3(6), 49-74.
• Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik [ Reliability and validity in social and behavioral measures].Seçkin Edition.
• Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: temel ilkeler ve LISREL uygulamaları [Introduction to structural equation modeling: basic principles and LISREL applications].Ekinoks.
• Tabachnick, B. G.& Fidell, L. S. (2001). Using multivariate statistics (Fourth edition). MA: Allyn& Bacon Inc.
• Tantekin Erden, F. (2016). Okul öncesi eğitim kurumları okul öncesi öğretmen ve toplumsal cinsiyet. [Pre-school education institutions, pre-school teachers and gender]S. Y. Güder ( Ed.), Erken çocuklukta cinsel eğitim ve toplumsal cinsiyet içinde [In early childhood sexual education and gender] (s.177-198). Eğiten Book.
• Topu, F. B., Baydaş, Ö., Turan, Z., ve Göktaş, Y. (2013). Common reliability and validity strategies in instructional technology research. Çukurova University Journal of Education Faculty, 42(1), 110-126. https://dergipark.org.tr/en/download/article-file/46505
• Ünlü, A. (2012). Investigation of gender role behavior of preschool children by some of the variables (Unpublished master thesis). Selçuk University, Konya.
• Wingrave, M. (2018). Perceptions of gender in early years. Gender and Education, 30(5), 587-606. https://doi.org/10.1080/09540253.2016.1258457
• Yağan Güder, S. (2014). Investigating preschool children’s perception of gender. (Unpublished doctoral thesis). Hacettepe University, Ankara.
• Yağan Güder, S. ve Alabay, E. (2016). Examination of the toys preferences in children aged 3-6 in the context of gender. Ahi Evran University Journal of Kirsehir Education Faculty (KEFAD),17(2), 91-111. https://dergipark.org.tr/tr/download/article-file/1487603
• Yağan Güder, S. ve Güler Yıldız, T. (2016). Role of the family in preschool children's perception of gender. Hacettepe University Faculty of Education Journal, 31(2), 424-446. https://doi.org/10.16986/HUJE.2016016429