THE IMPACT OF TEACHERS’ GENDER ON READING ACHIEVEMENT AND SCHOOL ENROLLMENT AND ATTENDANCE FOR MALE PRIMARY STUDENTS IN SAUDI ARABIA

Abstract

The purpose of this study was to investigate the impact of teachers' gender on reading achievement, enrollment, and attendance of male students in Grades 1-3. The research examined whether significant differences exist in reading achievement, enrollment, and attendance of male students in Grades 1-3 between male students taught by male and female teachers. Additionally, it explored the perspectives and experiences of teachers and administrators regarding the Early Childhood School (ECS) project in Saudi Arabia. The study adopted a mixed-methods approach and took place in Saudi Arabia. The findings indicated that mandatory education policies have resulted in no significant difference in enrollment across schools taught by male or female teachers. However, quantitative analysis revealed a significant disparity in reading achievement for male students, with higher performance observed in schools taught by male teachers, particularly in Grade 3. Qualitative data supported these findings, highlighting the challenges faced by female teachers, particularly with older boys. Conversely, teachers of younger grades reported more positive experiences. Moreover, the qualitative data demonstrated that the project served as an opportunity to challenge gender stereotypes and fostered increased mother involvement in their son's education. The study recommends professional training for female teachers and administrators and adequate resource provision in schools to ensure the project's future success.