ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1602163
This article is part of the Research TopicPractices for Gender Equality: Teachers' Sense of EfficacyView all 9 articles
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
Provisionally accepted
- 1Essedaoui, El Jadida, Morocco
- 2Research Team of Employability of Education and Training Sciences and Engineering (ESIEF) - CRMEF Casablanca-Settat, Ax. El Jadida- Morocco, ElJadida, Morocco
- 3Laboratory of Interdisciplinary Research in Science, Education and Training (LIRSEF) - ESEF Berrechid -University Hassan 1er Settat-Maroc, Berrchid, Morocco
- 4Laboratory of Computer Science and Interdisciplinary Physics (LIPI) - ENS, Université Sidi Mohammed Ben Abdellah de Fès- Morocco, Fes, Morocco
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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.
Keywords: Gender responsive pedagogy, Personal effectiveness, teachers, Future teachers, Morocco
Received: 28 Mar 2025; Accepted: 15 Jul 2025.
Copyright: © 2025 ESSEDAOUI, Belaaouja, Bouanis, Boukhair, El Houch and Belaaouja. 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: Aafaf ESSEDAOUI, Essedaoui, El Jadida, Morocco
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