Results from large international TIMSS science and mathematics surveys have spoken. Female math and science teachers do better than their male peers. Yet they feel much less capable than them. A feeling that must be found somewhere in the attitude of young girls, which is far from science than boys. UNESCO and the International Association for Evaluation of Educational Achievement (IEA) seek to raise awareness among teachers.
But also better results for teachers
“What is the relationship between gender of teachers and student achievement in science and mathematics? Are there differences in self-efficacy between teachers’ gender and, if so, what are the effects on their job satisfaction? What are the possible effects of low female Are? Self-efficacy in STEM studies and efforts to attract more girls and women to education? “UNESCO and the IEA, which conducts the international TIMSS assessment, answer these questions based on the results of TIMSS 2015. In this international survey, 56 countries are related to the survey in cm1 and 45, which is related to 4 years.Th. Specifically, the IEA calculated a self-efficacy score by teachers and their teachers to evaluate the feeling of being effective, using several questions related to self-appreciation of one’s work, which is the feeling of being efficient .
According to TIMSS, “Data on student performance indicates that those instructed by a female teacher perform better than those instructed by teachers, or in most cases even better. We call it fourth. In class and in eighth grade. In both mathematics and science, and even more clearly in eighth grade … For fourth grade math (CM1), 6 out of 52 education systems (12%), Boys educated by a teacher performed better than students instructed by a teacher. The reverse was true in only three education systems. In eighth grade (4)Th), In 11 out of 43 education systems (26%), boys learning mathematics from a teacher performed better than those who learn from a teacher ”.
A low sense of self-efficacy
These results should make the teachers take pride in doing this. Yet it is teachers who have higher self-efficacy scores than female teachers. “Female science teachers reported lower levels of self-efficacy than their male counterparts in 16 of 17 education systems (94%) for grade four and 13 of 15 education systems (87%) for grade eight” . And it is the same in mathematics. Except that here France is directly concerned. “In the case of Class IV mathematics teachers, 10 out of 52 education systems (19%) had statistically significant correlations, with the average correlation also being statistically significant. More significant were seen in Lithuania (0.39), Italy (0.37), Japan. (0.37), Finland (0.35) and France (0.35) “.
We are therefore faced with an unexpected event: female math and science teachers have less sense of self-efficacy than their male colleagues, while their results are better.
Results on girls’ orientation?
For IEA it is not without consequences for students. “Interestingly, our results suggest that low levels of self-efficacy among female science and mathematics teachers are particularly noticeable in secondary education, and that they are associated with declines in self-efficacy. In. Declared by girls in subjects-efficacy. These classes “.
For IEA, female teachers are role models for girls. “Women’s science and math teachers’ low self-efficacy may affect girls in these same disciplines. To the extent that self-efficacy in mathematics and science affects the desire to continue their studies in these two areas, self- Efficacy Mathematics and science teachers can influence girls’ orientation toward science and mathematics courses. While girls in the OECD represent only a quarter of new entrants in higher education in STEM (science, technology, engineering, and mathematics), science It is becoming imperative to communicate in place of women in education and mathematics.
Unesco IEA Study
Women and Mathematics: Bridging the Difference