Work

The Impact of Gender Differences in Teacher–student Relationships on Education Quality and Personal Development

Year: 2025

Type: article

Abstract: This study explores the influence of gender differences in teacher–student relationships on the quality of education and learners’ personal development. Contemporary education extends beyond the transmission of knowledge and is shaped by social interaction, communication patterns, and pedagogical styles. Teachers’ expectations, communication approaches, and instructional decisions are often—consciously or unconsciously—influenced by gender-based assumptions. These factors affect students’ motivation, self-confidence, academic performance, and social adaptation. The theoretical framework draws on constructivism, Bloom’s Taxonomy, transformative learning theory, and the principles of gender pedagogy. The methodology includes classroom observations, a survey of 120 students, interviews with 20 teachers, and a literature review. The findings show that in gender-sensitive learning environments, student motivation increased by 20–25%, academic performance improved by 10–12%, and self-confidence indicators rose significantly. The study concludes that gender equality in teacher–student interactions is essential for enhancing educational quality. It recommends teacher training in gender-sensitive pedagogy, the adoption of gender-neutral assessment criteria, and the creation of inclusive learning environments.

Source: International Journal of Innovative Technologies in Social Science

DOI: 10.31435/ijitss.4(48).2025.4577

Author: Nigar Huseynova Chingiz

Institution: Baku State University

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: $100