Assessment of the personnel-efficacy of Moroccan teachers and future teachers in the practice of gender-responsive pedagogy: case study of the Casablanca-Settat region
Gender equality in education is crucial for sustainable development and the realization of fundamental human rights. Gender-responsive pedagogy seeks to promote equal opportunities for all students, regardless of gender, by fostering an inclusive and respectful learning environment. This study, cond...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-08-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1602163/full |
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| author | Essedaoui Aafaf Belaaouja Sabah Bouanis Marya Boukhair Aziz El Houch Mohamed Belaaouja Smail |
| author_facet | Essedaoui Aafaf Belaaouja Sabah Bouanis Marya Boukhair Aziz El Houch Mohamed Belaaouja Smail |
| author_sort | Essedaoui Aafaf |
| collection | DOAJ |
| description | Gender equality in education is crucial for sustainable development and the realization of fundamental human rights. Gender-responsive pedagogy seeks to promote equal opportunities for all students, regardless of gender, by fostering an inclusive and respectful learning environment. This study, conducted as part of the HEP-Morocco project in collaboration with USAID and Arizona State University (ASU), examines the efficacy of Moroccan teachers and future teachers in implementing gender-responsive pedagogy. Specifically, it explores their awareness of the gender approach (Dimension 1), its application in teaching practices (Dimension 2), and the development of gender-related behaviors (Dimension 3). To assess these dimensions, a validated 31-item questionnaire was administered to 135 teachers and future teachers from the Casablanca-Settat regional academy. The findings indicate that awareness, implementation, and behavioral development related to gender-responsive pedagogy are at a clear level. Likewise, teachers' overall efficacy in applying the gender approach was found to be moderate (M = 92.28, SD = 28.03). The students-test and ANOVA analysis revealed no significant differences in these dimensions based on demographic factors such as gender, age, education level, teaching field, or employment status. However, statistically significant correlations were found between teachers' overall efficacy in practicing gender-responsive pedagogy and their knowledge, teaching methods, and developed behaviors, suggesting that these elements are closely interconnected. |
| format | Article |
| id | doaj-art-2b604773855d4caaac88e4e89c01826b |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-2b604773855d4caaac88e4e89c01826b2025-08-20T03:40:45ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-08-011010.3389/feduc.2025.16021631602163Assessment of the personnel-efficacy of Moroccan teachers and future teachers in the practice of gender-responsive pedagogy: case study of the Casablanca-Settat regionEssedaoui Aafaf0Belaaouja Sabah1Bouanis Marya2Boukhair Aziz3El Houch Mohamed4Belaaouja Smail5Research Team of Employability of Science and Engineering Education and Training (ESIEF), Regional Center for Education and Training Professions (CRMEF) Casablanca-Settat, El Jadida, MoroccoLaboratory of Interdisciplinary Research in Science, Education and Training (LIRSEF) – Higher School of Education and Training (ESEF) Berrechid, University Hassan 1er Settat, Berrchid, MoroccoResearch Team of Employability of Science and Engineering Education and Training (ESIEF), Regional Center for Education and Training Professions (CRMEF) Casablanca-Settat, El Jadida, MoroccoResearch Team of Employability of Science and Engineering Education and Training (ESIEF), Regional Center for Education and Training Professions (CRMEF) Casablanca-Settat, El Jadida, MoroccoLaboratory of Interdisciplinary Research in Science, Education and Training (LIRSEF) – Higher School of Education and Training (ESEF) Berrechid, University Hassan 1er Settat, Berrchid, MoroccoLaboratory of Computer Science and Interdisciplinary Physics (LIPI) - Higher Normal School (ENS), Université Sidi Mohammed Ben Abdellah de Fès, Fes, MoroccoGender equality in education is crucial for sustainable development and the realization of fundamental human rights. Gender-responsive pedagogy seeks to promote equal opportunities for all students, regardless of gender, by fostering an inclusive and respectful learning environment. This study, conducted as part of the HEP-Morocco project in collaboration with USAID and Arizona State University (ASU), examines the efficacy of Moroccan teachers and future teachers in implementing gender-responsive pedagogy. Specifically, it explores their awareness of the gender approach (Dimension 1), its application in teaching practices (Dimension 2), and the development of gender-related behaviors (Dimension 3). To assess these dimensions, a validated 31-item questionnaire was administered to 135 teachers and future teachers from the Casablanca-Settat regional academy. The findings indicate that awareness, implementation, and behavioral development related to gender-responsive pedagogy are at a clear level. Likewise, teachers' overall efficacy in applying the gender approach was found to be moderate (M = 92.28, SD = 28.03). The students-test and ANOVA analysis revealed no significant differences in these dimensions based on demographic factors such as gender, age, education level, teaching field, or employment status. However, statistically significant correlations were found between teachers' overall efficacy in practicing gender-responsive pedagogy and their knowledge, teaching methods, and developed behaviors, suggesting that these elements are closely interconnected.https://www.frontiersin.org/articles/10.3389/feduc.2025.1602163/fullgender-responsive pedagogypersonal effectivenessteachersfuture teachersMorocco |
| spellingShingle | Essedaoui Aafaf Belaaouja Sabah Bouanis Marya Boukhair Aziz El Houch Mohamed Belaaouja Smail Assessment of the personnel-efficacy of Moroccan teachers and future teachers in the practice of gender-responsive pedagogy: case study of the Casablanca-Settat region Frontiers in Education gender-responsive pedagogy personal effectiveness teachers future teachers Morocco |
| title | Assessment of the personnel-efficacy of Moroccan teachers and future teachers in the practice of gender-responsive pedagogy: case study of the Casablanca-Settat region |
| title_full | Assessment of the personnel-efficacy of Moroccan teachers and future teachers in the practice of gender-responsive pedagogy: case study of the Casablanca-Settat region |
| title_fullStr | Assessment of the personnel-efficacy of Moroccan teachers and future teachers in the practice of gender-responsive pedagogy: case study of the Casablanca-Settat region |
| title_full_unstemmed | Assessment of the personnel-efficacy of Moroccan teachers and future teachers in the practice of gender-responsive pedagogy: case study of the Casablanca-Settat region |
| title_short | Assessment of the personnel-efficacy of Moroccan teachers and future teachers in the practice of gender-responsive pedagogy: case study of the Casablanca-Settat region |
| title_sort | assessment of the personnel efficacy of moroccan teachers and future teachers in the practice of gender responsive pedagogy case study of the casablanca settat region |
| topic | gender-responsive pedagogy personal effectiveness teachers future teachers Morocco |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1602163/full |
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