Description
The study aimed to investigate the influence of teacher gender on the perception of learning material and the level of student engagement. The study was conducted using a retrospective survey and a review of scientific publications using content analysis and statistical analysis. The questionnaire included 28 questions, and both closed-ended questions using a Likert scale and open-ended questions for detailed comments were included. The survey involved 73 students, of whom 68% were female and 32% were male. The study conducted a comparative analysis between countries such as Kyrgyzstan, Kazakhstan, India, Jordan, Turkey, Iraq, Kenya, Iran, Egypt, Lebanon, Pakistan, Sudan, Nigeria, Romania, Tajikistan, Uzbekistan, Bangladesh, Armenia, Latvia and China, with a focus on gender imbalance in education and stereotypes in textbooks. The main results of the study showed that students rated female teachers higher in all aspects of material perception, including clarity (M=4.5) and interest (M=4.3). A statistically significant difference was found in the assessments of the comprehensibility of the material in favour of female teachers. The analysis of student engagement showed that female teachers create a more comfortable and effective learning environment, with higher mean values for classroom activity (M=4.0) and motivation to learn (M=4.1). In many countries, gender imbalances persist in education, and gender stereotypes often dominate teaching materials. The practical significance of the research results is determined by their use in the development of educational programmes and teaching methods aimed to increase student engagement and motivation. The findings also highlight the importance of gender in the educational process to create a more effective and comfortable learning environment.
Keywords: perception of educational material, influence of the teacher’s gender, level of student engagement, stereotypes in textbooks, equality in education.
