ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1560816
This article is part of the Research TopicPractices for Gender Equality: Teachers' Sense of EfficacyView all 8 articles
Evaluating Teachers' Gender Equality Practices Evaluating Primary School Teachers' Effectiveness in Gender Equality Practices: A Case Study of the Beni Mellal-Khenifra Region
Provisionally accepted
- CRMEF Beni Mellal-Khénifra, Beni Mellal, Morocco
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Gender equality in education is crucial for achieving sustainable development and social justice.Despite efforts to promote gender equality in primary education, disparities persist, particularly in regions like Beni Mellal-Khenifra, Morocco. This research assesses the effectiveness of primary school teachers in promoting gender equality practices within this region. Drawing on quantitative data collected from 80 primary school teachers, the study assesses teachers' knowledge, attitudes, and practices related to gender equality. Findings reveal strengths in teachers' commitment to equal opportunities but also highlight areas for improvement, including planning gender-sensitive strategies and addressing gender inequalities effectively. Targeted interventions and professional development programs are recommended to improve teachers' effectiveness in promoting gender equality. Generally, this research contributes to advancing gender equality in education and underscores the vital role of primary school teachers in fostering inclusive and equitable learning environments. Limitations related to self-report bias and translation issues are acknowledged.
Keywords: effectiveness, Gender Equality, Primary school teachers, pedagogy, Education, gender bias, Gender-Responsive Pedagogy, Morocco
Received: 15 Jan 2025; Accepted: 06 Jun 2025.
Copyright: © 2025 DROUSSI, HILALI, SAGHRAOUI and BELKACEM. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: OTTMANE DROUSSI, CRMEF Beni Mellal-Khénifra, Beni Mellal, Morocco
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