Teacher gender-related influences in Greek schools

The aim of the study was to examine gender-related differences in Greek classrooms focusing on teacher gender. lt was hypothesised that due to the societal context clear gender effects could be detected. lt was also assumed that teacher-student interaction patterns would be influenced by teacher gender not so much as a main effect but as interaction effects involving variables such as student gender, student achievement, grade, and teacher specialisation. The samples consisted of 1041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece. A multi-informant and multiperspective approach to academic and psychosocial competence was used, involving teacher, peer, and self-ratings. Achievement data were also obtained. Several significant teacher gender differences were found in teachers' assessment of students' competence at both age groups. Furthermore, various domains of children's self-concept were found to be different in classes of female and male teachers. (DIPF/orig.).