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ERIC Number: EJ860822
Record Type: Journal
Publication Date: 2009-Oct
Pages: 15
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1683-1381
The Impact of Gender on Chinese Elementary School Teachers' Perceptions of Student Behavior Problems
Caldarella, Paul; Shatzer, Ryan H.; Richardson, Michael J.; Shen, Jiliang; Zhang, Na; Zhang, Caiyun
New Horizons in Education, v57 n2 p17-31 Oct 2009
Background: Research on teacher perceptions of student behavior problems is relatively recent in the People's Republic of China. Although some findings are consistent with research in Western settings, interesting differences have emerged. A question that has yet to be examined is the role of teacher and student gender in teachers' perceptions of student behavior problems in China. Aims: To examine the effects of student and teacher gender on Chinese teachers' perceptions of student behavior problems. In the first study teachers rated the frequency of student behavior problems, while in the second study teachers rated the seriousness of student behavior problems. Sample: In the first study 527 elementary school teachers from five provinces of China participated; 217 elementary school teachers from four provinces participated in the second study. Method: The first study was comprised of two phases: developing student behavior problem categories and questionnaire items via interviews with teachers, and collecting teacher questionnaire responses. In the second study teachers were surveyed about how serious they thought behavior problems would be if displayed by a boy versus a girl. Results: Non-attention was seen as the most frequent behavior problem for girls, while overactive was the most frequent for boys. Interaction effects for teacher and student gender, as well as main effects for teacher gender, were evident on ratings of the seriousness of student behavior problems. Teachers tended to rate less frequent behavior problems as more serious and vice versa. Conclusions: Results suggest that the most frequent type of student behavior problems in China differ from the West, and also differ for boys and girls. Teacher gender and student gender interactions appeared to influence teachers' perceptions of behavior problem seriousness. These findings support the idea that an exploration of gender and culture may be required for a more complete understanding of students' behavior problems. (Contains 5 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China