Exploring pre-service teachers’ self-efficacy in practicing sustainable gender equality: a case study from Morocco
IntroductionTeachers’ self-efficacy in gender-responsive teaching plays a crucial role in fostering future generations attuned to gender equality. However, there is limited research on the effectiveness of foundational teacher training in Morocco in addressing gender equality. This study investigate...
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Frontiers Media S.A.
2025-04-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1539087/full |
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| author | Ahmed Delbouh Jalila El Ghordaf Abdallah Taia Mohamed Oufroukhi Sabah Haddad |
| author_facet | Ahmed Delbouh Jalila El Ghordaf Abdallah Taia Mohamed Oufroukhi Sabah Haddad |
| author_sort | Ahmed Delbouh |
| collection | DOAJ |
| description | IntroductionTeachers’ self-efficacy in gender-responsive teaching plays a crucial role in fostering future generations attuned to gender equality. However, there is limited research on the effectiveness of foundational teacher training in Morocco in addressing gender equality. This study investigates the self-efficacy of pre-service teachers in implementing gender-responsive practices and examines how their social backgrounds influence their perspectives, with a focus on gender-based differences.MethodsA quantitative survey approach was employed, using an adapted version of the Teacher Efficacy for Gender Equality Practice (TEGEP) measurement tool. The online survey was distributed to pre-service teachers in regional teacher training centers across five Moroccanregions. A total of 516 trainees participated in the study.ResultsThe findings revealed: (a) significant gender disparities in family culture, household task perceptions, and traditional roles; (b) progress in fostering gender-equal learning environments; (c) a general deficiency in gender awareness and knowledge among both male and female trainees; (d) a greater readiness among female trainees to implement gender responsive teaching methods and develop gender-equitable attitudes, indicating a stronger awareness of gender equality among women.DiscussionWhile progress has been made in promoting gender equality in Moroccan teacher training programs, challenges remain in addressing ingrained cultural perceptions and enhancing gender awareness. The study faced limitations related to electronic data collection, including variability in participant numbers across training centers and potential discrepancies in survey question interpretation. Based on the findings, recommendations are proposed to improve gender-responsive teaching practices in teacher training programs. |
| format | Article |
| id | doaj-art-04e22b0f3b654e8bbf0b0074e3ead4b1 |
| institution | OA Journals |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Frontiers Media S.A. |
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| series | Frontiers in Education |
| spelling | doaj-art-04e22b0f3b654e8bbf0b0074e3ead4b12025-08-20T02:25:43ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-04-011010.3389/feduc.2025.15390871539087Exploring pre-service teachers’ self-efficacy in practicing sustainable gender equality: a case study from MoroccoAhmed Delbouh0Jalila El Ghordaf1Abdallah Taia2Mohamed Oufroukhi3Sabah Haddad4CRMEF Dakhla Oued Eddahab, Dakhla, MoroccoCRMEF Beni Mellal Khenifra, Beni-Mellal, MoroccoCRMEF Fes Meknes, Meknes, MoroccoCRMEF Draa Tafillalet, Ouarzazate, MoroccoCRMEF Rabat Sale Kenitra, Rabat, MoroccoIntroductionTeachers’ self-efficacy in gender-responsive teaching plays a crucial role in fostering future generations attuned to gender equality. However, there is limited research on the effectiveness of foundational teacher training in Morocco in addressing gender equality. This study investigates the self-efficacy of pre-service teachers in implementing gender-responsive practices and examines how their social backgrounds influence their perspectives, with a focus on gender-based differences.MethodsA quantitative survey approach was employed, using an adapted version of the Teacher Efficacy for Gender Equality Practice (TEGEP) measurement tool. The online survey was distributed to pre-service teachers in regional teacher training centers across five Moroccanregions. A total of 516 trainees participated in the study.ResultsThe findings revealed: (a) significant gender disparities in family culture, household task perceptions, and traditional roles; (b) progress in fostering gender-equal learning environments; (c) a general deficiency in gender awareness and knowledge among both male and female trainees; (d) a greater readiness among female trainees to implement gender responsive teaching methods and develop gender-equitable attitudes, indicating a stronger awareness of gender equality among women.DiscussionWhile progress has been made in promoting gender equality in Moroccan teacher training programs, challenges remain in addressing ingrained cultural perceptions and enhancing gender awareness. The study faced limitations related to electronic data collection, including variability in participant numbers across training centers and potential discrepancies in survey question interpretation. Based on the findings, recommendations are proposed to improve gender-responsive teaching practices in teacher training programs.https://www.frontiersin.org/articles/10.3389/feduc.2025.1539087/fullself-efficacypre-service teachers’sustainable gender equalitygenderMorocco |
| spellingShingle | Ahmed Delbouh Jalila El Ghordaf Abdallah Taia Mohamed Oufroukhi Sabah Haddad Exploring pre-service teachers’ self-efficacy in practicing sustainable gender equality: a case study from Morocco Frontiers in Education self-efficacy pre-service teachers’ sustainable gender equality gender Morocco |
| title | Exploring pre-service teachers’ self-efficacy in practicing sustainable gender equality: a case study from Morocco |
| title_full | Exploring pre-service teachers’ self-efficacy in practicing sustainable gender equality: a case study from Morocco |
| title_fullStr | Exploring pre-service teachers’ self-efficacy in practicing sustainable gender equality: a case study from Morocco |
| title_full_unstemmed | Exploring pre-service teachers’ self-efficacy in practicing sustainable gender equality: a case study from Morocco |
| title_short | Exploring pre-service teachers’ self-efficacy in practicing sustainable gender equality: a case study from Morocco |
| title_sort | exploring pre service teachers self efficacy in practicing sustainable gender equality a case study from morocco |
| topic | self-efficacy pre-service teachers’ sustainable gender equality gender Morocco |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1539087/full |
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