The Influence of Teacher’s Gender on the Implementation of English Language Curricula in Public Schools in Aqaba Governorate, Jordan

Eman Saleh Al- Sagier Shaiegy
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Abstract

Purpose: This study examined the influence of teacher’s gender on the implementation of English language curricula in public schools in Aqaba governorate. Methods: Employing a descriptive survey design, 167 male and female English language teachers were selected purposively and participated from 240 English language teachers in public schools in Aqaba governorate. A 36- item questionnaire, which was used for collecting data, was validated by twenty one jurors. Its reliability was ensured by using a test- retest technique which was piloted sample of twenty male and female English language teachers who were not included the main sample. To analyze data, a descriptive statistics was employed. Findings: The findings of the study showed that there are not statistically significant differences at (α≤0.05) in the implementation of English language curricula due to the teacher’s gender. This implies that the implementation of English language curricula by male and female teachers in Aqaba governorate is not impacted by the gender of the teacher. Therefore, the study recommends carrying out more studies to ascertain the influence of teacher’s gender on the implementation of English language curricula and other curricula. Practical Implications: The results of the study might be of practical value for ministry of education since there is no gender effect on implementing the English curriculum. Originality/Value: The gender of the teacher does not have a statistical effect on   the implementation of English language curricula in public schools in Aqaba governorate.
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教师性别对约旦亚喀巴省公立学校英语课程实施的影响
目的:本研究考察了教师性别对亚喀巴省公立学校英语课程实施的影响。方法:采用描述性调查设计,从亚喀巴省公立学校的240名英语教师中有目的地抽取167名男女英语教师。问卷共36项,经21位陪审员验证。采用重测法对未纳入主样本的20名男女英语教师进行抽样,以保证其信度。数据分析采用描述性统计方法。结果:研究结果显示,教师性别对英语课程实施的影响差异无统计学意义(α≤0.05)。这意味着,在亚喀巴省,男女教师对英语课程的实施不受教师性别的影响。因此,本研究建议开展更多的研究,以确定教师性别对英语语言课程和其他课程实施的影响。实践意义:本研究结果对教育部的英语课程实施并无性别影响,具有一定的实用价值。独创性/价值:教师的性别对亚喀巴省公立学校英语课程的实施没有统计上的影响。
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