The Relationship Between Teacher Gender and Student Behavior and Achievement

Researchers have addressed the relationship between student gender and academic achievement. The influence of the classroom teacher as role model has also been explored, with results suggesting that gender diversity in teaching staff may be beneficial in meeting diverse student needs. This study explored the issue at a rural elementary school that did not achieve adequate yearly progress, and it was documented that the male students at the local site were achieving at levels lower than were the females. The purpose of this quantitative study was to explore the relationships between teacher gender and the behavior and reading achievement of male students in the Grades 3 through 6. The moderating influence of student grade level on the relationships was also examined to explore whether the teacher role model effect was influenced by student age. Ajzen and Czasch's theory of reasoned action was the theoretical framework for this study, which states that consistent positive modeling of behavior, attitude, and expectations yield positive student motivation that can lead to improved achievement and behavior. Archival test and discipline data were collected for 174 male students and examined by teacher gender and student grade level. Two independent-samples t tests were conducted with teacher gender as the independent variable and student reading achievement scores and male student discipline totals as the dependent variables. Data were also examined by grade level using analysis of variance. Results indicated a relationship between teacher gender and male student behavior and reading achievement, but there was no interaction effect between grade level and teacher gender. From the results, a professional development was created for administrators and educators to inform practice and pedagogy and promote positive social change by possibly increasing the scholastic achievement of male students.