Assessment of the personnel-efficacy of Moroccan teachers and future teachers in the practice of gender-responsive pedagogy
Case study of the Casablanca-Settat region
Bibliographic Data
| ID | 22166358 |
|---|---|
| Authors | Essedaoui Aafaf (Laboratoire de Recherche Scientifique, corresponding author), Belaaouja Sabah (Université Hassan 1er), Bouanis Marya (Laboratoire de Recherche Scientifique), Boukhair Aziz (Laboratoire de Recherche Scientifique), El Houch Mohamed (Université Hassan 1er), Belaaouja Smail (Sidi Mohamed Ben Abdellah University) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-08-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1602163 |
| OpenAlex | W4413014447 |
| Language | EN |
| References cited | 25 |
Gender equality in education is crucial for sustainable development and the realization of fundamental human rights. Gender-responsive pedagogy seeks to promote equal opportunities for all students, regardless of gender, by fostering an inclusive and respectful learning environment. This study, conducted as part of the HEP-Morocco project in collaboration with USAID and Arizona State University (ASU), examines the efficacy of Moroccan teachers and future teachers in implementing gender-responsive pedagogy. Specifically, it explores their awareness of the gender approach (Dimension 1), its application in teaching practices (Dimension 2), and the development of gender-related behaviors (Dimension 3). To assess these dimensions, a validated 31-item questionnaire was administered to 135 teachers and future teachers from the Casablanca-Settat regional academy. The findings indicate that awareness, implementation, and behavioral development related to gender-responsive pedagogy are at a clear level. Likewise, teachers' overall efficacy in applying the gender approach was found to be moderate (M = 92.28, SD = 28.03). The students-test and ANOVA analysis revealed no significant differences in these dimensions based on demographic factors such as gender, age, education level, teaching field, or employment status. However, statistically significant correlations were found between teachers' overall efficacy in practicing gender-responsive pedagogy and their knowledge, teaching methods, and developed behaviors, suggesting that these elements are closely interconnected
Mathematics education · Medical education · Pedagogy · Sociology · Gender Diversity and Inequality · Gender Roles and Identity Studies · Medicine · Psychology · Teacher Education and Leadership Studies
Beyond Access
Teachers and the Gender Gaps in Student Achievement
Gender differences in academic self-efficacy
Educating prospective teachers for a sustainable gender equality practice
Impact of Teacher-Gender on Primary Students’ Achievement
Gender Stereotypes in the Classroom and Effects on Achievement
The Central Role of the Family Law in the Moroccan Feminist Movement
Race, ethnicity and gendered educational intersections
Gender inequality in the primary classroom
The problem of gender categorisation
Gender equality in education
Education in sub‐Saharan Africa
Hidden transcripts
De l’intérêt de la prise en compte du genre en éducation
Doing Gender
| Highly cited | No |
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