Work

Gender Beliefs and Gender-Related Practices: Insights from Teachers and Leaders of One Estonian School

Year: 2026

Type: article

Abstract: Teachers’ and leaders’ gendered beliefs and practices shape students’ learning experiences, yet Estonian schools lack systematic approaches to address these dynamics. This study explored teachers’ and school leadership team members’ gender beliefs and gender-related practices. The framework was developed based on gender belief system theory, which was adapted to suit the educational context and specific aims of this research. Focus group interviews with four teachers and four leadership team members from one school were conducted using a qualitative abductive research strategy and thematic analysis. The findings revealed themes on gender stereotypes, roles, transgender and gender-diverse students, sexual orientation, students’ interests, and gender-related practices in schools. Teachers and leaders held varying and sometimes contradictory gender beliefs, exhibiting both stereotypical views and awareness of biases. Moreover, they were open to dialogue, with some willing to adjust their views. While perceiving their schools as gender-supportive, they acknowledged broader gender inequality issues and practices.

Source: Education Sciences

DOI: 10.3390/educsci16010121

Authors: Berit Silvia Vaikre, Eve Eisenschmidt, Marlene Kollmayer, Mari-Liis Tali, Raisa Carpelan

Institutions: Tallinn University, University of Vienna, Åbo Akademi University, University of Helsinki

Language: English

Topic: Gender, Sexuality, and Education

Subfield: Gender Studies

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Gender equality, Reduced inequalities

Open Access status: gold

Estimated APC paid: $2,172