Exploring Gender Differences in Teachers’ Knowledge and Experience on Research in Primary Schools

Abstract

The current landscape of education underscores the pivotal role of teachers as active participants in shaping and refining classroom practices through research engagement. While the importance of teachers' involvement in research, both as practitioners and consumers, has been extensively highlighted in literature, there remains a gap in understanding the potential gender differences in teachers' knowledge and experiences concerning research. Existing studies hint at the possibility of gender-related disparities in research engagement, influenced by societal perceptions and expectations. However, the extent and nature of these differences within the context of teachers' research involvement remain inadequately explored. This study examined gender differences in the knowledge and experience of primary school teachers in research. The quantitative research study used purposive sampling technique to identify sampels. Thirteen teachers were selected for this study. This study found that the level of knowledge and experience of teachers in relation to research is high and also concluded that no significant gender differences were found in the knowledge and experience of teachers in research. In addition, management or administration and teaching of English as a second language (TESL) were mentioned as preferred fields of study by respondents. Teachers' knowledge and experiences on research should be further investigated with other research methods.